Role of Delivery, Course Design and Teacher-Student Interaction: Observations of Adult Distance Education and Traditional On-Campus Education

2002 ◽  
Author(s):  
Om Kumar Harsh ◽  
M. Sadiq Sohail
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Student Interaction ◽  
Teacher Student ◽  
Teacher Student Interaction

scholarly journals The Role of Gender-Biased Perceptions in Teacher-Student Interaction

2012 ◽  
Vol 16 (1) ◽  
pp. 39-51 ◽  
Author(s):  
Nana Berekashvili
Keyword(s):  
Teacher Perceptions ◽  
Natural Sciences ◽  
Student Interaction ◽  
Learning Skills ◽  
Math Teachers ◽  
Student Gender ◽  
Teacher Student ◽  
School Subjects ◽  
Teacher Student Interaction

The Role of Gender-Biased Perceptions in Teacher-Student Interaction Differences in teacher perceptions depending on student gender and their impact on teacher-student interaction was the focus of the study. The questions addressed were: the characteristics that teachers encourage and discourage in girls and boys; the patterns of their responses to students of different genders; perception of pupils' academic achievement, learning skills and giftedness; distribution of attention between girls and boys. The study revealed that in spite of better school results, girls' skills and talents are underestimated, expectations towards them are low and their behavior is restricted to stereotyped feminine roles. The majority of those surveyed support the idea that sex determines different abilities in different learning skills as regards school subjects. While girls, in teachers' opinion, insignificantly exceed boys in the humanities, boys entirely outdo girls in natural sciences and math. Teachers totally deny girls' abilities in sports. At the same time, most teachers are hardly aware of being gender-biased themselves.

scholarly journals The Dilemmas of Complexity in Design Studios and The Teachers' Role

2021 ◽  
pp. 83-95
Author(s):  
Dania Abdelaziz ◽  
Keyword(s):  
Student Interaction ◽  
Learning Design ◽  
Interaction Patterns ◽  
Teacher Student ◽  
Design Learning ◽  
Complex Process ◽  
Holistic Understanding ◽  
Teacher Student Interaction ◽  
Teaching Learning

Learning in design studios is a complex process that overwhelms the students and results in common mutual-misunderstandings between student-teacher. This research aims to tackle teachers' role in the design studio and explore how they can help students navigate the design learning complexities. The emphasis in learning design is primarily on students who are not aware of their learning. This puts teachers at a disadvantage, sometimes not knowing what to do or concentrating on students' learning but not knowing their teaching, or even focusing on their teaching but not aware of the importance of learning how to teach. What is the teacher-student interaction patterns that can help students get over/deal with complexities in design studios learning environments? Can building up awareness of the teachers' role help the students learn and enhance their teaching methods? The research carried out a literature review to draw a holistic understanding of the dimensions of complexities in design studios and teachers' role to solve these difficulties. It can be concluded the importance of the teacher's role in teaching design is as essential as the role of the students in learning design. Teacher-student interaction enhances the students' design learning and the teachers' design teaching. Students should be aware of their roles as learners and the role of their teachers. Agreeing with the students makes the teaching-learning journey more fruitful while students get rid of their uncertainty and be more confident.

scholarly journals Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation

2020 ◽  
Vol 24 (1) ◽  
pp. 62-74
Author(s):  
Sakineh Jafari ◽  
Ali Asgari
Keyword(s):  
Academic Achievement ◽  
Classroom Climate ◽  
Academic Motivation ◽  
Student Interaction ◽  
Sample Population ◽  
Mediating Role ◽  
Academic Achievements ◽  
Teacher Student ◽  
Teacher Student Interaction

Introduction. The present study aims to predict students’ academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students. Materials and Methods. This study relied on correlation-and-description method of data collection. The sample population consisted of all undergraduate and postgraduate students at the Faculty of Engineering of Semnan University in the academic year of 2017–2018. Using a random stratified method, 200 subjects were selected as the sample (135 undergraduate and 65 master). Questionnaires of Patrick, Kaplan and Ryan’s classroom climate, Hernandez-Lopez’ teacher-student scale, Vallerand’s academic motivation questionnaire and Pace and Kuh’s student academic achievement scale were used. Reliability of the questionnaires was confirmed using Cronbach’s alpha test. Results. There is significant positive relationship between academic achievement and classroom climate, teacher-student interaction and academic motivation. Classroom climate has a direct and meaningful effect on students’ academic achievements. Also, the climate of the classroom by mediating the teacher-student interaction has indirect and significant effects on students’ academic achievements. Classroom climate by mediating educational motivation has an indirect and significant effect on students’ academic achievement. Discussion and Conclusion. The results of this study suggest the importance of openness to the classroom climate, interaction between teacher-student and academic motivation is to increase students’ academic achievements.

scholarly journals Peran Interaksi Guru-Siswa dan Gaya Belajar Siswa terhadap Disposisi Berpikir Kritis dalam Pembelajaran Fisika

2019 ◽  
Vol 5 (2) ◽  
pp. 151
Author(s):  
Primadhani Setyaning Galih ◽  
Asmadi Alsa
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Learning Styles ◽  
Student Interaction ◽  
Analysis Of Covariance ◽  
School Students ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Post Hoc

This study aimed to empirically determine the role of teacher-student interaction and students’ learning styles in students’ disposition toward critical thinking in physics subject. Research participants were high school students of grade XI majoring in natural science. Sampling in this study was done using convenience sampling with sample size of 67 students (25 males and 42 females). Data collection method used in this study was survey using Disposition toward Critical Thinking in Physics Subject Scale, Teacher-student Interaction in Physics Subject Scale, and Learning Styles in Physics Subject Scale. Analysis of covariance with one covariate showed 1) there was a correlation between teacher-student interaction and students’ disposition toward critical thinking in physics subject (F = 37.199; ƞ2p = 0.375; p < 0.01) and 2) there was difference of disposition toward critical thinking in physics subjects between student with diverging, assimilating, accommodating, and converging learning styles (F = 6.870; ƞ2p = 0.249; p < 0.01). Post-hoc test was also done to further analyze the data. The findings are going to help improving quality of learning especially in the subject being studied by fostering wholesome teacher-student interaction and accommodating students’ learning styles.

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.

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