scholarly journals Distance learning in Polish schools during the Coronavirus lockdown: the areas of success and failure experienced by Polish teachers of English as a FL

2021 ◽  
Vol 7 (2) ◽  
pp. 1-15
Author(s):  
Marzena Wysocka-Narewska
Keyword(s):  
Distance Learning ◽  
Instructional Delivery ◽  
Online Questionnaire ◽  
Advantages And Disadvantages ◽  
Teacher Student ◽  
Current State ◽  
Teacher Student Relationship ◽  
Instructional Sequencing ◽  
Student Relationship ◽  
State Of Affairs

Based on Roblyer & Edwards (2000: 192), distance learning means “the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.” The instructional delivery includes an instructor who is physically located in a different place from the learner, as well as possibly providing instruction at disparate times. More specifically, the instructor controls the instructional sequencing and pacing and all learners participate in the same learning activities. The aim of the paper is to show the advantages and disadvantages of distance schooling during the Covid-19 lockdown, the emphasis being placed upon among others, the teacher – student relationship, the equipment conditions required for running an English lesson and working online, as well as some “food for thought” in the form of necessary changes and modifications to be introduced, which have been suggested by the sample in question. The respondents constitute 9 teachers from secondary schools, who have replied to an online questionnaire investigating the situation in Polish schools, concerning distance education, specifically teaching a FL. Apart from presenting the current state of affairs, some suggestions for the future are remarked upon.

scholarly journals Educação Presencial versus EaD: Perspectivas dos Alunos dos Cursos de Serviços Públicos e Administração

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Cezar Fonseca ◽  
Catarina Costa Fernandes
Keyword(s):  
Distance Learning ◽  
Public Service ◽  
Student Perspective ◽  
Teaching Methodology ◽  
Face To Face ◽  
Teacher Student ◽  
Federal Institute ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teaching Learning

O presente artigo visa analisar, na perspectiva dos alunos dos cursos deServiços Públicos e Administração, ambos na modalidade EaD, do Instituto Federal do Paraná: IFPR/Campus Foz do Iguaçu, quais as principais divergências e convergências quanto a estrutura pedagógica, metodologia de ensino, relação professor-aluno e avaliação do ensino-aprendizagem que existem entre a modalidade ensino a distância frente à modalidade presencial. Os alunos realizaram um comparativo entre as modalidades, por meio de suas experiências vividas na modalidade presencial em estudos anteriores. Também se verificaram, a partir dessa perspectiva, as desvantagens e vantagens que impactam o desenvolvimento da modalidade na visão do aluno, com quesitos de dificuldades encontradas. O estudo apontou que há 75%, 67%, 69% e 53% de convergência para estrutura pedagógica, metodologia de ensino, relação professor-aluno e ensino-aprendizagem, respectivamente.Palavras-chave: Educação a Distância, Educação presencial, Perspectiva do aluno EaD. Face-to- face Versus EaD: Perspectives of Students in Public Service Courses and AdministrationAbstractThe present article aims to analyze, from the perspective of the students ofthe Public Service and Administration courses, both in the EaD (Distance Learning) modality of the Federal Institute of Paraná - IFPR/Foz do Iguaçu Campus, what the main divergences and convergences are regarding pedagogical structure, teaching methodology, teacher-student relationship and teaching-learning evaluation that exist between modality of distance learning versus face-to- face modality. The students have made a comparison between the modalities, through their experiences lived in the classroom mode in previous studies. It has been also observed, from this perspective, the disadvantages and advantages that have impacted on the development of the modality in the student's vision, with problems encountered. Thestudy has pointed out that there are 75, 67, 69 and 53% convergence for,pedagogical structure, teaching methodology, teacher-student relationship andteaching-learning respectively.Keywords: Distance learning, Face-to- face education, EaD (Distance Learning)student perspective.

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

scholarly journals Modeling and Analysis on Teacher-Student Relationship

2019 ◽  
Vol 2019 ◽  
pp. 1-7
Author(s):  
Li Xu ◽  
Qi Yang
Keyword(s):  
Discrete Model ◽  
Equation Model ◽  
Reciprocal Relations ◽  
Modeling And Analysis ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Sample Data ◽  
Teachers And Students ◽  
Student Relationship ◽  
The Relationship

Although the teacher-student relationship has been addressed in some studies, the cooperation or reciprocal relations between teachers and students have not been explored sufficiently. In this paper, a difference equation model is applied to express the relationship, stability analysis at the positive steady state of the discrete model is done to verify that the performance output is not empty, and hypothesis testing is conducted to show the validity of the model by means of sample data from a college. Then some reasonable suggestions are proposed to improve the performance output of teachers and students.

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