Understanding Strategies of Teacher-Student Interaction

2016 ◽  
pp. 212-234
Author(s):  
Tarryn L. Kille
Keyword(s):  
Teaching Strategies ◽  
Online Courses ◽  
Effective Interaction ◽  
Theoretical Perspective ◽  
University Education ◽  
Online Environment ◽  
Teacher Immediacy ◽  
Self Assessment ◽  
Descriptive Case Study ◽  
Teacher Student

In this chapter, we discuss the application of teaching strategies as a vehicle for investigating teacher immediacy in the online environment. Through the presentation of a descriptive case study, the chapter explores the theoretical perspective of strategies that intend to reduce psychological distance in the online environment. Specifically, the issue of effective interaction is investigated, including: (1) the application of formative feedback practices; (2) the application of student self-assessment to encourage deeper learning; and (3) the integration of rubric use in assessment activities. The chapter concludes, recommending that practical application of teaching strategies such as: (1) using rubrics; and (2) encouraging student self-assessment, has the effect of enhancing teacher interaction and improving both the student experience and the student learning outcomes in an online environment. The chapter aims to contribute to the literature associated with online university education by validating best practices which assists in developing more effective online courses.

Understanding Strategies of Teacher-Student Interaction

2016 ◽  
pp. 1596-1618
Author(s):  
Tarryn L. Kille
Keyword(s):  
Teaching Strategies ◽  
Online Courses ◽  
Effective Interaction ◽  
Theoretical Perspective ◽  
University Education ◽  
Online Environment ◽  
Teacher Immediacy ◽  
Self Assessment ◽  
Descriptive Case Study ◽  
Teacher Student

In this chapter, we discuss the application of teaching strategies as a vehicle for investigating teacher immediacy in the online environment. Through the presentation of a descriptive case study, the chapter explores the theoretical perspective of strategies that intend to reduce psychological distance in the online environment. Specifically, the issue of effective interaction is investigated, including: (1) the application of formative feedback practices; (2) the application of student self-assessment to encourage deeper learning; and (3) the integration of rubric use in assessment activities. The chapter concludes, recommending that practical application of teaching strategies such as: (1) using rubrics; and (2) encouraging student self-assessment, has the effect of enhancing teacher interaction and improving both the student experience and the student learning outcomes in an online environment. The chapter aims to contribute to the literature associated with online university education by validating best practices which assists in developing more effective online courses.

Facilitating critical thinking in online courses

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Margaret Lunney, RN, PhD ◽  
Keville Frederickson, RN, PhD ◽  
Arlene Spark, EdD, RD, FADA, FACN ◽  
Georgia McDuffie, RN, PhD
Keyword(s):  
Critical Thinking ◽  
Teaching Strategies ◽  
Online Courses ◽  
Past Research ◽  
Health Sciences ◽  
Educational Strategies ◽  
Thinking Processes

Development of critical thinking abilities is essential for students in clinical disciplines of the health sciences. Past research has shown that critical thinking is a learned skill that can be fostered through teaching strategies. Ten educational strategies that were developed and tested by the authors in online courses are presented to assist instructors to encourage students in the health sciences to improve critical thinking processes.

scholarly journals Maintaining Academic Standards and Integrity in Online Business Courses

2020 ◽  
Vol 9 (2) ◽  
pp. 248
Author(s):  
Delbert Goff ◽  
Jarrod Johnston ◽  
Bryan Bouboulis
Keyword(s):  
Online Courses ◽  
University Education ◽  
University Graduates ◽  
Online Classes ◽  
Business Courses ◽  
Face To Face ◽  
Business Colleges ◽  
Online Business ◽  
Online Cheating ◽  
High Level

As the number of online courses being offered at universities has increased dramatically over the past several years, the level of oversight has lagged and created an environment ripe for cheating. We find that students admit to higher levels of cheating in online classes and believe other students also cheat more relative to face-to-face classes. This is likely due to the lack of tools to combat online cheating and the lack of policy from universities. We know from previous studies that business colleges have a comparatively high level of cheating and the amount of cheating at universities has been rising. These trends threaten to create an unfair system where cheaters are rewarded with higher grades than non-cheaters, thereby encouraging otherwise honest students to cheat. This may result in declining and erratic knowledge among university graduates, diminishing the value of a university education.

scholarly journals Self-assessed attitudes of adolescents towards learning

2021 ◽  
Vol 1 (1) ◽  
pp. 53-66
Author(s):  
Viorica Goras-Postica
Keyword(s):  
Organization Culture ◽  
Educational Process ◽  
The Self ◽  
Online Questionnaire ◽  
Self Assessment ◽  
Culture Of Learning ◽  
Essential Aspect ◽  
Teacher Student ◽  
Different Types ◽  
Institutional Process

The article presents the results of a pedagogical study, recently conducted on a group of over 8 thou- sand adolescents on the self-assessment of attitudes towards learning. As technologies have shifted many points of focus in addressing learning as an essential aspect of the educational process, the author intended to analyze the representations of adolescents from the knowledge and information century, administering an online questionnaire consisting of different types of questions. The results revealed diverse and mature perceptions, problems of teacher-student, student-student relations, of the institutional process of organization / culture of learning, but also of its results, as perceived by the main actors of the educational act.

scholarly journals Experiencing the shift: How postsecondary contract and continuing faculty moved to online course delivery

2021 ◽  
Vol 30 (2) ◽  
pp. 63
Author(s):  
Patricia Danyluk ◽  
Amy Burns
Keyword(s):  
Online Teaching ◽  
Course Design ◽  
Online Courses ◽  
New Technology ◽  
Course Delivery ◽  
Full Time ◽  
Online Environment ◽  
Faculty Position ◽  
Post Secondary ◽  
Additional Work

The shift to online learning that occurred in March of 2020, created an unprecedented period of intense work for faculty and sessional instructors at the post-secondary level. This shift necessitated courses be adapted under short timelines, new technology be integrated into course design and teaching strategies and assessment methods be adapted for an online environment (Van Nuland et al., 2020). This study examines how sessional instructors, referred to in this chapter as contract faculty, and continuing full-time faculty members delivering the same online courses experienced this shift. While the demands of a continuing faculty position call for balancing of teaching, research and service responsibilities, contract instructors have their own unique stressors (Karram Stephenson et al., 2020). Contract faculty lack job security, are paid by the course and often receive their teaching assignments with short notice. By examining their perspectives on delivering the same courses online, we learn that the shift to online teaching resulted in additional work in order to adapt courses to the online environment, with faculty describing the challenges of balancing the additional work with other responsibilities of their position. Concerns of participants focused on a perceived inability to develop relationships with students in an online environment.

scholarly journals What if Classroom Instruction Becomes a Thing of the Past?

2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Enrique Mu
Keyword(s):  
Latin American ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
University Education ◽  
Massive Open Online ◽  
Face To Face ◽  
The Past ◽  
Virtual Instruction ◽  
The U.S ◽  
Latin American And Caribbean

Until recently, there was no doubt about what constituted a university education and how it was carried out. Suddenly, the COVID-19 pandemic occurred, and in a few weeks, not only education, but the entire world changed. In the new normal, post-pandemic world, it is possible that teaching face-to-face courses will be the exception, not the rule, in the U.S. and the Latin American and Caribbean regions. Furthermore, this virtual instruction will possibly be at massive levels with tens or hundreds of thousands of students at a time, modeled after massive open online courses (MOOCs).

Online education in the digital transformation system of Russian universities: Statistics 2020

2021 ◽  
Vol 20 (2) ◽  
pp. 278-298
Author(s):  
Valentina N. EDRONOVA
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Online Courses ◽  
Digital Transformation ◽  
Educational Process ◽  
University Education ◽  
Individual Development ◽  
Scientific Publications ◽  
Novgorod Oblast ◽  
Teachers And Students

Subject. In the context of digital transformation of the society, online courses, as a form of basic and additional education in universities, play a crucial role. Objectives. I consider the types and content of online courses used by universities for distance education, analyze the perception of the new forms of educational process by teachers and students, and positive and negative aspects of distance learning in 2020. Methods. The study employs statistical methods of data collection, generalization of basic statistics, analysis of obtained results and materials that are published in scientific publications and mass media, best practices for remote learning. Results. The paper provides consolidated assessment of positive and negative aspects of remote regime of the traditional form of education, the participation of universities in programs for online mass education, the demand for and directions of supplementary education in the Nizhny Novgorod Oblast, State support to digital transformation of universities in 2020. Conclusions. At the current stage of digital transformation of education, universities use different options to implement distance learning. Online courses, being the main form of modern university education, are developing and improving rapidly. They play an important role in the system of training specialists for the national economy and individual development.

Consciousness-Based Education

2021 ◽  
pp. 144-159
Author(s):  
Frederick Travis ◽  
John Collins
Keyword(s):  
Social Relationships ◽  
Teaching Strategies ◽  
Transcendental Meditation ◽  
Academic Work ◽  
Emotional Stability ◽  
University Education ◽  
Meditation Practice ◽  
Constructive Thinking ◽  
Block System ◽  
Academic Challenge

Consciousness-based education balances academic challenge with students' ability to master the material (1) using a block system to spread academic work across the semester, (2) teaching strategies to connect individual lectures to larger discipline principles, and (3) incorporating Transcendental Meditation practice into the curriculum. Brain integration and constructive thinking were compared in 27 freshman/senior pairs involved in consciousness-based university education. As seniors, these subjects had higher levels of brain integration, associated with emotional stability and success in life, and higher global constructive thinking, associated with work success and stable personal and social relationships. These variables typically do not change during college.

STUDENTS AND TEACHERS IN THE DIGITAL SPACE

2021 ◽  
pp. 143-147
Author(s):  
E. A. Lesnykh ◽  
Keyword(s):  
Information Technologies ◽  
Effective Interaction ◽  
Student Interaction ◽  
The Self ◽  
Digital Space ◽  
Advantages And Disadvantages ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Teachers And Students ◽  
Pedagogical Environment

The paper considers the challenges in the modern pedagogical environment and in the education system, in connection with the transition to the digital space. It is noted that information technologies and the ability to work with them come to the fore in education. It is established that the student-teacher relationship is changing, and the student-technology relationship is becoming stronger every year. The rationale for the self-organization of teachers and students for effective interaction is given. The main advantages and disadvantages of distance learning and teacher-student interaction in an electronic environment are considered.

Education Faculty Lived Experiences of Student Interaction and Engagement in Online Courses

2021 ◽  
pp. 60-83
Author(s):  
Nikleia Eteokleous ◽  
Rita Panaoura
Keyword(s):  
Lived Experiences ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Digital Learning ◽  
Online Environment ◽  
Learning Tools ◽  
Education Faculty ◽  
Faculty Experiences ◽  
Online Teaching And Learning

In this chapter, the two authors co-construct meaning of their individual lived experiences as education faculty engaging in online teaching and learning. It highlights each faculty unique experiences facilitating graduate student learning in an online environment. Co-construction of meaning centers on pedagogical approaches, program design and focus, reflection of faculty-self experiences, employment of digital learning tools, and utilization of best practices of each faculty experience with teaching and learning in an online environment. This narrative is co-constructed following a collaborative autoethnographic approach by two faculty, whereby the central descriptions of each faculty member is situated in one's lived experiences and rich story of facilitating and instructing courses in an online learning environment. The faculty experiences are mainly derived from teaching graduate courses offered by a department of education. The research method in presenting two self-reflective narratives in online teaching and learning extends to doing “collaborative autoethnography.”

Sign in / Sign up

Export Citation Format

Share Document