scholarly journals Online Teacher-Students Interactions Using WhatsApp in a Law Course

10.28945/4321 ◽  
2019 ◽  
Vol 18 ◽  
pp. 231-252
Author(s):  
Heydy R Robles ◽  
Janitza Guerrero ◽  
Humberto LLinas ◽  
PEDRO MONTERO
Keyword(s):  
Real Time ◽  
Learning Process ◽  
Instant Messaging ◽  
Research Work ◽  
Education Institution ◽  
Future Research ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Students ◽  
Online Teacher

Aim/Purpose: The purpose of this study was to analyze the online teacher- students’ interactions using WhatsApp, an instant messaging tool, and to identify the students’ view towards the use of that tool in a law course from a higher education institution in Colombia. Background: WhatsApp is a trending tool that is ultimately being used in academic contexts. However, little research is known on the types of interactions that occur when teachers are involved in student conversation groups. Methodology: This is a mixed- method study. Participants completed an opinion survey in order to establish students’ satisfaction towards the use of WhatsApp to complement face-to- face classes, a focus group to explore in depth the students´ opinions and acceptance of the WhatsApp tool for academic purposes and a chat conversation register to analyze the different types of interactions. The sample included 166 Law students. Contribution: Our contribution is to enrich the current literature on the interactions between teachers and students in a virtual environment where teachers can monitor the different academic tasks, coordinate in real time and analyze the students’ interactions that impact on the students’ ´learning process. Findings: The findings found in this research reveal that the different interactions between students and teachers in order to facilitate learning should be valued not only the relationships of knowledge construction, but also the social and interdependence presences due to the fact that in traditional learning processes they are not usually taken into account. Recommendations for Practitioners: The results of our research give evidence of how students in each subgroup (Plaintiffs, Defendant or Judges) diversify the use of the WhatsApp tool. Whether it is to organize, coordinate meetings, plan work, make quick inquiries, clear doubts, share messages and especially be able to communicate in real time and directly with the teacher, thus facilitating the learning process in the classroom. Recommendation for Researchers: This study identified that law university students appear to have a special preference for the WhatsApp tool, thanks to the immediacy of being able to coordinate tasks and communicate with the teacher, in comparison to using other technological means such as email. We recommend continuing to explore the use of WhatsApp in other different disciplines in order to compare the teacher-student interactions. Impact on Society: The analysis of academic interactions through WhatsApp may lead to further exploration of innovative forms of communication of teachers with their millennial students and new teacher roles to design constructive learning environments. Future Research: Future studies are suggested with regard to this topic and it would be interesting to carry out research work that deeply analyzes the role the instructor plays when participating in a WhatsApp chat group with academic purposes and how it may condition the way students interact.

scholarly journals “WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

10.28945/4081 ◽  
2018 ◽  
Vol 17 ◽  
pp. 205-226 ◽  
Author(s):  
Hananel Rosenberg ◽  
Christa S. C. Asterhan
Keyword(s):  
Social Media ◽  
Secondary School ◽  
Secondary School Students ◽  
Instant Messaging ◽  
Student Perspective ◽  
Future Research ◽  
School Students ◽  
Student Interactions ◽  
Teacher Student ◽  
The Social

Aim/Purpose: In this paper, we analyze the phenomenon of “classroom WhatsApp groups”, in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these interactions. Background: The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. Yet, very little is known about the extent, nature, and purposes of these practices, the limitations and affordances, the type of discourse and conflicts that develop in these spaces, and the extent to which it affects teacher-student interactions outside of WhatsApp (e.g., the social climate in class, the teacher’s status, teacher-student and student-student relations), especially from the students’ perspective. Methodology: Our methodology combines questionnaires, personal interviews, and focus groups with Israeli secondary school students (N = 88). Contribution: The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life. Findings: The combined findings reveal that classroom WhatsApp groups have become a central channel of communication for school-related topics. It is used primarily for organizational purposes (sending and receiving updates and managing learning activities), as well as a means for teachers to enforce discipline. Students mentioned many advantages of WhatsApp communication, such as easy access, the ability to create communities, the ability to safeguard personal privacy, and the communication format (written, mediated, personal, or group). However, they also recognized limitations (i.e., communication overload) and challenged teacher ability to monitor and affect student interactions in social media, even when they are present in these WhatsApp classroom groups. Finally, we report on the role of parallel, sans-teacher WhatsApp groups, which are characterized as back stage discourse arenas that accompany the front stage offline classroom activities and the “official” classroom WhatsApp group. Recommendations for Practitioners: The combined findings of this study indicate how WhatsApp-based, joint teacher-student groups can serve a variety of educational purposes, namely, organizational, instructional, and educational-disciplinary. In addition, and in spite of teachers concerns, students are aware of the challenges inherent to the use of WhatsApp for communication with their teachers. Some of the main characteristics that prevent teachers from using other ubiquitous digital communication media, such as Facebook or Twitter, are not relevant when it comes to WhatsApp. Both teachers and students view WhatsApp as a favored channel of communication because of the low exposure to personal information and minimal invasion of privacy. Future Research: The qualitative methodology of this paper limits the ability to generalize the current findings to other contexts and population groups. Future research should preferably explore the generalizability of our findings to larger sections of teenage populations. It should also explore similarities and differences with other age groups. Finally, the present study was set in a particular country (Israel). Local norms of cellphone use and of appropriate teacher-student interaction, as well as locally developed media domestication patterns, may differ from country to country and/or from one cultural group to another. Future research should then include and compare the current findings with data from different countries and cultures in order to complete the picture.

scholarly journals An Analysis of Violation and Flouting Maxim on Teacher-Students Interaction in English Teaching and Learning Process

2021 ◽  
Vol 15 (2) ◽  
pp. 249-256
Author(s):  
Siti Arofah ◽  
Husni Mubarok
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Student Interaction ◽  
Data Display ◽  
Cooperative Principle ◽  
English Teaching ◽  
Teacher Student ◽  
Teacher Students ◽  
Maxim Of Quality

The objectives of this research are to analyze the type of violation and flouting the maxim of teacher-student interaction in the English teaching and learning process in MA Hasyim Asy’ari Bangsri and also find the most frequently produced between violation and flouting of the maxim. This research used the descriptive qualitative method. The data was obtained from the conversation between the teacher and students during the teaching and learning process and analyzed by categorizing utterances based on the violation and flouting maxim theory of the Cooperative Principle. The data were collected through the observation then analyzed by using the technique which is suggested by Miles and Huberman that consists of data reduction, data display, and drawing conclusion or data verification. The result of the research showed that there are four types of maxims that are violated by the teacher and students. These are the maxim of quantity 11 (50%), the maxim of quality 5 (22.73%), the maxim of relation 1 (4.54%), and the maxim of manner 5 (22.73%). The dominant violation was the maxim of quantity with 11 occurrences. Based on the findings, there are three types of flouting maxims in which the most of flouting maxim that is occurred was the maxim of relation. They are divided into 1 (14.29%) maxim of quantity, 2 (28.57%) maxim of quality, and 4 (57.14%) maxims of relation. In conclusion, the most produced between the violation and flouting was the violation of maxim with 22 (75.86%) of total occurrences. Meanwhile, the proportion of flouting maxim was 7 (24.14%).

scholarly journals Real-time teacher–student interactions: A Dynamic Systems approach

2014 ◽  
Vol 37 ◽  
pp. 183-193 ◽  
Author(s):  
Helena J.M. Pennings ◽  
Jan van Tartwijk ◽  
Theo Wubbels ◽  
Luce C.A. Claessens ◽  
Anna C. van der Want ◽  
...  
Keyword(s):  
Real Time ◽  
Dynamic Systems ◽  
Systems Approach ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions

scholarly journals Web 2.0 Use in Higher Education

2014 ◽  
Vol 17 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Michelle Rogers-Estable
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Instant Messaging ◽  
Alternative Analysis ◽  
Student Interactions ◽  
Extrinsic Factors ◽  
Web 2.0 Tools ◽  
Intrinsic Factors ◽  
Training Support ◽  
Teacher Student

Abstract This study analyzed current uses of emerging Web 2.0 technologies in higher education with the intent to better understand which tools teachers are using in the classroom. A total of 189 faculty in higher education from three western US universities were invited to participate, with 54 completing the survey. The survey included open-ended questions as well to offer an alternative analysis approach. In this study, the respondents claimed that the intrinsic factors of a lack of time and training were the main barriers to use, and reported positive views of Web 2.0 use in class, with 75% saying that these tools would benefit students and 83% saying they would benefit teacher-student interactions. In contrast to these results only 44% of the respondents used at least 4 of the 13 listed Web 2.0 tools with students. The reported uses did not match with the reported benefits, and this would support the results that extrinsic factors (time, training, support), instead of intrinsic factors (beliefs, motivation, confidence) are the main barriers to faculty in this study using more Web 2.0 in education. The top five Web 2.0 tools used, in order of preference, follow: (a) video sharing with tools like YouTube; (b) instant messaging; (c) blogs; (d) social communities, such as Facebook; and (e) podcasts or video casts. This data was originally submitted to the Abraham S. Fischler School of Education in Partial Fulfilment of the Requirements for the Degree of Doctor of Education.

Spread Spectrum Watermarking

2010 ◽  
pp. 455-485
Author(s):  
Santi P. Maity
Keyword(s):  
Real Time ◽  
Spread Spectrum ◽  
Hardware Implementation ◽  
High Reliability ◽  
Research Work ◽  
Hardware Architecture ◽  
Future Research ◽  
Hardware Realization ◽  
Field Programmable ◽  
Research Problems

Spread spectrum (SS) watermarking has proven to be efficient, robust and cryptographically secure. Each bit of watermark information is embedded over wide spectrum of the host signal based on spectrum spreading concept of SS modulation in digital communication and can easily be integrated with many existing data transmission scheme. This has made SS watermarking method more attractive during recent times for many non-conventional applications such as broadcast monitoring, security in communication, authentication and blind assessment of quality of services (QoS) for multimedia signals in mobile radio network. These applications essentially demand development of low cost algorithms so that they can be implemented on real time system through hardware realization. Hardware realization offers advantages over software realization in terms of less area, low execution time, low power, real-time performance, high reliability and also ease of integration with existing consumer electronics devices. This chapter first presents a brief review on hardware implementation of digital watermarking algorithms, followed by development of hardware architecture for spatial domain and fast Walsh transform (FWT) domain SS watermark system design using field programmable gate array (FPGA). A brief sketch on hardware implementation for biorthogonal wavelet based Hilbert transform is also shown that may be extended to design SS watermarking based on the concept of two previous architectures. Few challenges for hardware design of watermarking algorithms are then mentioned with an objective to give an idea how to develop watermarking algorithms so that it can be implemented on hardware. The chapter ends with few open research problems on hardware architecture as scope of future research work.

scholarly journals Teacher-student interaction in mathematics learning

2021 ◽  
Vol 10 (2) ◽  
pp. 660
Author(s):  
Irma Ayuwanti ◽  
Marsigit Marsigit ◽  
Dwi Siswoyo
Keyword(s):  
High School Students ◽  
Learning Strategies ◽  
Learning Process ◽  
Mathematics Learning ◽  
Mathematical Understanding ◽  
Student Interaction ◽  
Eighth Grade ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Teacher Students

<span lang="IN">Teacher-students interaction is one of the most important interactions in learning. Teacher-students interaction affects student understanding.</span><span lang="IN">However, in practice, there are still many lessons that have not applied teacher-students interaction properly.</span><span lang="IN">This study aim</span><span lang="EN-US">ed</span><span lang="IN"> to reveal teacher-student interaction in the mathematics learning process that affects students’ mathematical understanding.</span><span lang="IN">This study use</span><span lang="EN-US">d</span><span lang="IN"> a qualitative method with a phenomenological approach.</span><span lang="IN">The</span><span lang="IN">research subjects were eighth-grade junior high school students. Research data were obtained through observation, interviews, and documentation.</span><span lang="IN">Observations were conducted in the eighth grade and interviews were conducted with six students from the class. The students were interviewed to express their opinions concerning learning process interactions. The results of this study show</span><span lang="EN-US">ed</span><span lang="IN"> that teacher-student interaction has affected students’ mathematical understanding consists of</span><span lang="EN-US">:</span><span lang="IN"> 1) The teacher transfers the material-the students attend to the material</span><span lang="EN-US">;</span><span lang="IN"> 2) Question-answer amid teacher-students</span><span lang="EN-US">;</span><span lang="IN"> 3) The teacher makes interesting learning strategies-students are actively involved in learning</span><span lang="EN-US">;</span><span lang="IN"> 4) Teachers give awards-students receive awards.</span>

scholarly journals On the Assessment of Cyber Risks and Attack Surfaces in a Real-Time Co-Simulation Cybersecurity Testbed for Inverter-Based Microgrids

Energies ◽  
2021 ◽  
Vol 14 (16) ◽  
pp. 4941
Author(s):  
Kirti Gupta ◽  
Subham Sahoo ◽  
Bijaya Ketan Panigrahi ◽  
Frede Blaabjerg ◽  
Petar Popovski
Keyword(s):  
Real Time ◽  
Information Exchange ◽  
Communication Systems ◽  
Research Work ◽  
Cyber Attacks ◽  
Future Research ◽  
Monitoring And Control ◽  
Physical Layers ◽  
Attack Surfaces ◽  
And Control

The integration of variable distributed generations (DGs) and loads in microgrids (MGs) has made the reliance on communication systems inevitable for information exchange in both control and protection architectures to enhance the overall system reliability, resiliency and sustainability. This communication backbone in turn also exposes MGs to potential malicious cyber attacks. To study these vulnerabilities and impacts of various cyber attacks, testbeds play a crucial role in managing their complexity. This research work presents a detailed study of the development of a real-time co-simulation testbed for inverter-based MGs. It consists of a OP5700 real-time simulator, which is used to emulate both the physical and cyber layer of an AC MG in real time through HYPERSIM software; and SEL-3530 Real-Time Automation Controller (RTAC) hardware configured with ACSELERATOR RTAC SEL-5033 software. A human–machine interface (HMI) is used for local/remote monitoring and control. The creation and management of HMI is carried out in ACSELERATOR Diagram Builder SEL-5035 software. Furthermore, communication protocols such as Modbus, sampled measured values (SMVs), generic object-oriented substation event (GOOSE) and distributed network protocol 3 (DNP3) on an Ethernet-based interface were established, which map the interaction among the corresponding nodes of cyber-physical layers and also synchronizes data transmission between the systems. The testbed not only provides a real-time co-simulation environment for the validation of the control and protection algorithms but also extends to the verification of various detection and mitigation algorithms. Moreover, an attack scenario is also presented to demonstrate the ability of the testbed. Finally, challenges and future research directions are recognized and discussed.

scholarly journals TEACHER-STUDENTS CLASSROOM INTERACTIONS OF PUBLIC SENIOR SECONDARY SCHOOLS III IN KATSINA METROPOLIS, NIGERIA

2021 ◽  
Vol 4 (2) ◽  
pp. 90-103
Author(s):  
Bello Ibrahim ◽  
Hannatu Isa Dodo ◽  
A'isha Aliyu Garba
Keyword(s):  
Public Schools ◽  
Classroom Interactions ◽  
Target Language ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teacher Students ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Observation Scheme

Abstract: The paper investigates the teacher-student interactions during English lessons at SS III Public Schools of Katsina Metropolis. The reason that triggered the research was the mass failure of students especially at Senior Secondary Examinations. The paper used the constructivist theory as a theoretical framework.  It also used teachers’ and students’ questionnaires, a Target Language Observation Scheme (TALOS) and audio recorded lessons in the schools observed as instruments for data collection. Six schools were examined out of twelve.  A total number of 6 teachers and 132 students were selected as the sample of the study.  All six teachers were observed, and the lessons were recorded at different times. Simple Frequency Counts and Percentages were the basis used for the analysis of the data collected.  The findings revealed that teacher-student interactions need to be improved as teachers gave room for the students to participate in the interactions but unfortunately, they remained idle in the class. For this reason, most of the class activities were solely performed by the teachers. Keywords: Teacher-students, Classroom, Interactions, Target Language Observation Scheme

Presence-Based Real-Time Communication

2011 ◽  
pp. 487-492
Author(s):  
Frank Frößler ◽  
Kai Riemer
Keyword(s):  
Real Time ◽  
Instant Messaging ◽  
General Purpose ◽  
Future Research ◽  
Future Trends ◽  
Text Chat ◽  
Wide Range ◽  
Awareness Information ◽  
Information And Communication ◽  
Office Software

Presence-based real-time communication (RTC) presents itself as a new and emerging technology in the E-collaboration arena with a wide range of new products currently entering the market. Originally created through the integration of instant messaging, with its text chat functionality and presence awareness information, with voice-over IP (VoIP) communication RTC has been maturing over the past three years. Further information and communication channels have been added and RTC technology shows significant potential for integration with other collaborative application as well as general purpose systems like office software. By introducing RTC, its features, potential usage scenarios, and the main players and future trends, this article names several aspects which might inspire future research in this area.

Spread Spectrum Watermarking

2013 ◽  
pp. 559-588
Author(s):  
Santi P. Maity
Keyword(s):  
Real Time ◽  
Spread Spectrum ◽  
Hardware Implementation ◽  
High Reliability ◽  
Research Work ◽  
Hardware Architecture ◽  
Future Research ◽  
Hardware Realization ◽  
Field Programmable ◽  
Research Problems

Spread spectrum (SS) watermarking has proven to be efficient, robust and cryptographically secure. Each bit of watermark information is embedded over wide spectrum of the host signal based on spectrum spreading concept of SS modulation in digital communication and can easily be integrated with many existing data transmission scheme. This has made SS watermarking method more attractive during recent times for many non-conventional applications such as broadcast monitoring, security in communication, authentication and blind assessment of quality of services (QoS) for multimedia signals in mobile radio network. These applications essentially demand development of low cost algorithms so that they can be implemented on real time system through hardware realization. Hardware realization offers advantages over software realization in terms of less area, low execution time, low power, real-time performance, high reliability and also ease of integration with existing consumer electronics devices. This chapter first presents a brief review on hardware implementation of digital watermarking algorithms, followed by development of hardware architecture for spatial domain and fast Walsh transform (FWT) domain SS watermark system design using field programmable gate array (FPGA). A brief sketch on hardware implementation for biorthogonal wavelet based Hilbert transform is also shown that may be extended to design SS watermarking based on the concept of two previous architectures. Few challenges for hardware design of watermarking algorithms are then mentioned with an objective to give an idea how to develop watermarking algorithms so that it can be implemented on hardware. The chapter ends with few open research problems on hardware architecture as scope of future research work.

Sign in / Sign up

Export Citation Format

Share Document