scholarly journals Shifting the emphasis from teaching to learning: Process-based assessment in nurse education

2011 ◽  
Vol 12 (5) ◽  
pp. 108 ◽  
Author(s):  
Peter Bergström
Keyword(s):  
Distance Education ◽  
Learning Process ◽  
Learning Experience ◽  
Education Programme ◽  
Shared Responsibility ◽  
Assessment Process ◽  
Nurse Specialist ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

<p>Shifting from an emphasis on teaching to learning is a complex task for both teachers and students. This paper reports on a qualitative study of teachers in a nurse specialist education programme meeting this shift in a distance education course. The study aimed to gain a better understanding of the teacher-student relationship by addressing research questions in relation to the students’ role, the learning process, and the assessment process. A didactical design comprising three phases focusing on distinct learning outcomes for the course was adopted. Data were collected through in-depth interviews with teachers and were analysed using inductive thematic analysis. The results indicate a shift towards a problematising and holistic approach to teaching, learning, and assessment. This shift highlighted a teacher-student relationship with a shared responsibility in the orchestration of the learning experience. The overall picture outlines a distance education experience of process-based assessment characterised by the imposition of teachers’ rules and a lack of creativity due to the limited role of ICT merely as a container of content.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

scholarly journals Relation Affective Entre Apprenant-Enseignant: Cas De Certains Lycees De Cȏte d`Ivoire

2016 ◽  
Vol 12 (22) ◽  
pp. 150
Author(s):  
Djelle Opely Patrice Aime
Keyword(s):  
Learning Process ◽  
Human Beings ◽  
Student Knowledge ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Good Learning ◽  
Student Relationship ◽  
Atmosphere Environment ◽  
The Impact

This article is meant to work on teacher-learner relationship and the outcomes of the student-knowledge. The aim is to determine the impact of the teacher-learner relationship on the good atmosphere on creating a good learning environment in the learning process. The assumption is that teacher’s positive attitude toward learners always favours a good learning atmosphere environment. Our methodology will be based on semi directive interviews, questionnairs and inquiries on the class beginning atmosphere, classroom chronicles and evaluations meant to teachers and students in some middle schools and high schools schools in Côte d’Ivoire. The results tell us that emotion in teacher-student relationship plays various roles in the reasoning-learning process, for « they are the heart of human beings mental life ».

scholarly journals Teacher-Student Relationship in Obstetrics and Gynaecology Department in Different Medical Colleges of Bangladesh

2021 ◽  
Vol 33 (2) ◽  
pp. 165-168
Author(s):  
Kazi Taslima ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Learning Process ◽  
Mutual Respect ◽  
Multiple Factors ◽  
Teacher Student ◽  
Obstetrics And Gynaecology ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship ◽  
Teaching Learning ◽  
Medical Colleges

Introduction: Teacher-student relationship is very important element in education to enhance the effectiveness of teaching and learning process. There are multiple factors affecting this relation. If we analyze these factors and take measures to improve these, there will be better relation; and teaching learning will be improved. Materials & Methods: This descriptive type of cross-sectional study was carried out in obstetrics and gynaecology department of selected medical colleges of Bangladesh. Five government & three non-government medical colleges were selected purposively situated both in Dhaka and outside during the period of July 2017 to June 2018. Total 170 students and 30 teachers were responded through self-administered semi-structured questionnaire with five points Likert scale. 20 teachers were responded through in-depth interview schedule. Quantitative data analyzed by SPSS version 19. Qualitative data analyzed manually. Results: Study revealed that multiple factors were related to the relation among medical teachers and students. Mutual respect, empathy, Good listening skill, mutual respect, sharing expectation, self-disclosure, awareness about own role are the most important influencing factors in this relation (mean score >4). Use of drugs/tobacco, speech difficulty, love affair of students, negatively affect communication. Study also revealed barriers of relation fear and shyness, language barrier and discrimination of students by the teachers. Friendly relationship, open minded behavior, student- teachers cooperation, open discussion, morality and religious practice, motivation of by teachers, understanding each other’s, avoidance of student’s politics, responsibility of students & teachers, teachers training with reduced workload have great impact on removing these barriers. Conclusion: Addressing these issues at all possible levels, proper measures should be taken to improve relation among teachers and students; so that teaching learning process can be enhanced and ultimate goal of medical education can be achieved. Medicine Today 2021 Vol.33(2): 165-168

scholarly journals Teacher-student relationships: An influence on the English teaching-learning process

2020 ◽  
Vol 7 (2) ◽  
pp. 393-406
Author(s):  
Khairiah Syahabuddin ◽  
Rahmi Fhonna ◽  
Ulfa Maghfirah
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
English Teaching ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teaching Learning

There are two main purposes navigated in this study; first of all, it was carried out to investigate the teacher-student relationship; secondly, it was also conducted to find out whether there was a correlation between teacher-student relationship and English teaching-learning process. A number of 14 teachers and 43 students participated in this study; they are from two publish junior high schools in Aceh, Indonesia. Questionnaires for the students and interviews with the teachers were used to discover the influence of the relationship between English teachers and students, and the problems that students faced during their interactions with the teachers. There were twenty-two items in the questionnaire and five questions in the interviews that the participants needed to answer. The collected data from the questionnaire were then analysed by using a Likert scale and the Pearson product-moment correlation coefficient, meanwhile, the data from the interviews were analysed by following the stages of Miles and Huberman‘s(1994) model. In the first junior high school, a significant correlation appeared between the teacher-student relationship and teaching-learning process, with the raw score of 0.745 that refers to a high correlation. The tcount was higher than the ttable (4.784≥2.100). However, at second junior high school, had no significant correlation detected between the two variables with the raw score of 0,401 that referred to moderate correlation, where tcount was lower than ttable (2.004≤2.097). This research is expected to have a beneficial impact on the English teaching-learning process especially in the areas of the two schools, where this study took place, as well as the teachers and educators from other institutions spread in Aceh and Indonesia in general.

Positive And Supportive Teacher Student Relationship

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2665-2673
Author(s):  
Parmanand Tripathi
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Primary Objective ◽  
Learning Space ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

The Association between Interparental Conflict and Problematic Internet Use among Chinese adolescents: Testing a Moderated Mediation Model

2020 ◽  
Author(s):  
Lin-Xin Wang ◽  
Kai Dou ◽  
Jian Bin Li ◽  
Ming-Chen Zhang ◽  
Ji-Yao Guan
Keyword(s):  
Interparental Conflict ◽  
Time Perspective ◽  
Moderated Mediation ◽  
Problematic Internet Use ◽  
Mediation Model ◽  
Moderated Mediation Model ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Negative Time

Although interparental conflict is a risk factor for adolescent problematic internet use (PIU), little research has investigated the mediating and moderating mechanisms underlying this association from the perspective of "school × family" interplay. To address such gaps, this study tested the idea that interparental conflict might be associated with PIU in adolescents via restraining the protective effect of future positive time perspective and via boosting deleterious effect of future negative time perspective. In addition, this study also investigated the moderation effect of teacher-student relationship in the association between interparental conflict and future time perspective. Using three-wave longitudinal data, with each time point spanning three months apart, this study examined the aforesaid questions in a sample of 523 Chinese adolescents (M age = 14.64, SD = 1.37; 276 boys and 247 girls). Results of moderated mediation model indicated that interparental conflict at T1 was associated with PIU at T3 in adolescents through future negative time perspective at T2, especially for adolescents with a great teacher-student relationship. These findings shed light on the underlying mechanisms that explain how interparental conflict is associated with PIU in adolescents and provide effective prevention and intervention strategies of PIU in a Chinese cultural context

Sign in / Sign up

Export Citation Format

Share Document