scholarly journals Smart classroom environments affect teacher-student interaction: Evidence from a behavioural sequence analysis

2021 ◽  
Vol 37 (2) ◽  
pp. 96-109
Author(s):  
Zehui Zhan ◽  
Qianyi Wu ◽  
Zhihua Lin ◽  
Jiayi Cai
Keyword(s):  
Sequential Analysis ◽  
Behavior Pattern ◽  
Student Interaction ◽  
Teacher Talk ◽  
Control Group ◽  
Student Talk ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Group A ◽  
Set Up

This study investigated the effect of classroom settings on teacher-student interaction in higher education by comparing the behavioural sequences in smart classrooms (SCs) and traditional multimedia classrooms (TMCs). Twenty in-classroom teaching sessions were randomly selected from six universities in South China, involving 1,043 students and 23 teachers. Half of the sessions were taken in SCs as the experimental group, and half were in TMCs as the control group. A teacher-student interaction behaviour coding schema was developed, and a total of 17,805 observable behaviours were collected and coded sequentially via a review of classroom videos. Then, the behavior pattern diagram was set up to visualise a lag sequential analysis results by four themes, namely teacher-talk, teacher-action, student-talk and student-action. Results show that compared to TMCs, the SCs triggered significantly more self-initiated student actions and student-driven teacher talk, while teacher-initiated talk decreased significantly, indicating that students’ autonomy was strengthened in the SC. Furthermore, teachers’ workload was somewhat reduced, and they obtained more support with trying new pedagogies with mobile terminals in the data-rich environment. These findings provide evidence to validate the effect of SCs on increasing teacher-student interaction and strengthening the students’ dominant position.

Teacher-student interaction and management practices in Pakistani English language classrooms

2019 ◽  
Vol 7 (3) ◽  
pp. 115-134
Author(s):  
Muhammad Ahmad ◽  
Aleem Shakir ◽  
Ali Raza Siddique
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Management Practices ◽  
Wait Time ◽  
Student Interaction ◽  
Teacher Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

A computer-mediated curriculum in the EFL academic writing class

ReCALL ◽  
1999 ◽  
Vol 11 (1) ◽  
pp. 72-79 ◽  
Author(s):  
Adina Levine ◽  
Orna Ferenz ◽  
Thea Reves
Keyword(s):  
Academic Writing ◽  
Portfolio Assessment ◽  
Collaborative Writing ◽  
Student Interaction ◽  
Control Group ◽  
Computer Assisted ◽  
Teacher Student ◽  
Computer Mediated ◽  
Teacher Student Interaction ◽  
Computer Based

AbstractThe purpose of this study was to investigate the application of a computer mediated curriculum in the instruction of advanced written academic communication skills in a non-immersion situation. While previous studies have focused upon collaborative writing within a computer networked environment (Gregor & Cuskelfy 1994), the use of computer-tutorial programs (Warschauer, Turbee & Roberts 1996), or the additive effects of supplemental computer-based instruction (Chun 1994), the present study dealt with the implementation of a fully computer based EFL writing curriculum through the use of authentic electronic computer programs. The following research questions were posed at the outset of the study:1. To what extent does the use of authentic tools, tasks and environment encourage communicative competence in the computer networked EFL academic writing classroom?2. What is the effect of computer mediated instruction on teacher-student interaction, collaborative learning, and students' attitudes and motivation?3. What are the benefits gained from a computer-assisted portfolio assessment?The investigation design consisted of an experimental group which studied exclusively in the computerised lab and a control group which was taught in a regular classroom according to conventional teaching methods. Data collecting instruments comprised background and attitude questionnaires, on-site observations, informal interviews, and systematic evaluation and assessment. Findings indicate that authentic tools, tasks and environment are a strong motivating factor. While the compter-nelworked environment enhanced the teacher-student interaction, it diminished peer collaboration. Computer-assisted portfolio assessment appears to be advantageous to both the instructor and students.

A Multidimensional Model of Teacher-Student Interaction Styles

2021 ◽  
pp. 202-210
Author(s):  
Natalia L. Baydikova ◽  
Keyword(s):  
Leadership Styles ◽  
Teacher Leadership ◽  
Student Interaction ◽  
Multidimensional Model ◽  
Management Activity ◽  
Arithmetic Average ◽  
Interaction Styles ◽  
Teacher Student ◽  
Individual Teacher ◽  
Teacher Student Interaction

The aim of the research is to identify the parameters for a multidimensional model of teacher-student interaction styles in the framework of the teacher's management activity. Literature analysis shows that all the models of teacher-student interaction styles can be divided into two groups according to the ways of classification criteria distribution. The first group comprises onedimensional models which assign certain characteristics to the teacher leadership styles. The example of such an approach is the traditional classification of styles into authoritarian, democratic and laissez-faire modes of teacher's behavior. The other group of classifications of teacher-student interaction styles includes two-dimensional models. They use two parameters in different combinations to result in four leadership styles. The author states that teacher-student interaction is so complex and multi-level that two criteria are not enough to describe teacher leadership styles. She proposes a multidimensional model of teacher-student interaction styles based on six components of teacher's organizational activities: target, stimulation and motivation, content, operation, control and regulation, assessment. According to these components, the author identified six parameters of teacher-student interaction styles which a teacher can exhibit to a different extent within the two opposite characteristics: 1) formulation of tasks to learners (implicitly - explicitly), 2) stimulation of learners' autonomy (directive behavior - delegating behavior), 3) variability of content (predetermined -available for choice), 4) interaction with students (detachment - involvement), 5) intensity of control (continuous - dispersed), 6) type of assessment (standard - essence-based). All the six parameters are independent dimensions of an individual teacher-student interaction style. To empirically verify the proposed multidimensional model of teacher leadership styles, a questionnaire was developed. It consists of 18 statements, three statements assessing each parameter. The display of characteristics was measured by values with assigned numbers: ‘never' -2, ‘no rather than yes' -1, ‘sometimes' 0, ‘yes rather than no' +1, ‘always' +2. The values -2 and +2 are the extreme poles of the behavior characteristics. The arithmetic average was counted out of the three answers on each parameter. According to the survey of school teachers, individual teacher-student interaction styles comprise characteristics of different polarity. The proposed multidimensional model of teacher-student interaction styles is a flexible, variational and open system.

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