scholarly journals Effect of Teachers and Students Relationships on the Academic Engagement of Students: A Qualitative Case Study

2020 ◽  
pp. 48-62
Author(s):  
Birhanu Moges Alemu ◽  
Dereje Adefris Woldetsadik
Keyword(s):  
Learning Community ◽  
Academic Engagement ◽  
Group Discussion ◽  
Working Environment ◽  
Research Approach ◽  
Student Interactions ◽  
Student Relationships ◽  
Teacher Student ◽  
Teaching Learning

This research examined the effect of teacher and student relationships on the academic engagement of students. The research approach used was the qualitative study employing the interpretive research paradigm which falls in the case study design. The subjects of the study were eight teachers and four students of Adama Science and Technology University. The study used purposive sampling. It employed qualitative data collection tools: interview guides, a focus group discussion guide and observation. The resulting analysis and interpretation provided a description of major themes that developed regarding strong teacher- student relationships, as well as, specific components to the interactions considered essential for the student’s learning environment. Identifying specific factors associated with teacher-student interactions could provide valuable information to an educational learning community. The findings of the study indicated that the factor that affects teachers’ motivational factors in student relationships were the work environment and students’ disciplinary problems. The results showed that the instructors are motivated to teach nevertheless the resources, environment, theories of motivation and goals set influence the quality of the teaching-learning process. The study concluded that these factors should be upheld. Consequently, it is recommended that higher education should improve the working environment and working conditions in the university.

Semantic Mapping as a Communication Tool in Classrooms for the Seriously Emotionally Handicapped

1989 ◽  
Vol 14 (4) ◽  
pp. 226-235 ◽  
Author(s):  
Kathleen M. McCoy ◽  
John W. Maag ◽  
S. Rucker
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Student Interaction ◽  
Semantic Mapping ◽  
Communication Tool ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Emotionally Handicapped ◽  
Teacher Student

Special education teachers working with seriously emotionally handicapped adolescents often are faced with the task of dealing with a student's thoughts and feelings in response to a crisis situation. This situation requires that positive teacher-student relationships have been established. The purpose of this article is to describe how the technique of semantic mapping can be used to (a) help seriously emotionally handicapped adolescents organize and disclose their thoughts and feelings in stress-engendering situations; (b) structure teacher-student interaction by providing a format; and (c) enable the teacher to collect specific notes for later consultation with staff. A case study is presented illustrating this procedure and implications for further use of this technique to facilitate teacher-student communication are discussed.

scholarly journals Teachers’ Perception on Students’ Learning Style and Their Teaching

2019 ◽  
Vol 7 (1) ◽  
pp. 11-19
Author(s):  
Agustrianita Agustrianita ◽  
Didi Suherdi ◽  
Pupung Purnawarman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Quantitative Research ◽  
Teaching Style ◽  
Group Discussion ◽  
English Teachers ◽  
Research Approach ◽  
Teachers Perceptions ◽  
Teaching Learning

Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by integrating ICT. In conclusion, teachers’ perception on students’ learning styles can increase their awareness to design teaching methods that differentiate students’ learning styles. Abstrak Kelangkaan pemahaman guru mengenai gaya belajar siswa dan bagaimana cara mengajarnya yang tepat dapat disebabkan oleh metode mengajar yang tidak bersifat fasilitatif, misalnya masih berupa perkuliahan tradisional. Oleh karena itu, penting untuk meneliti persepsi guru mengenai gaya belajar, cara mengajarnya, dan implementasinya di kelas. Penelitian ini menggunakan pendekatan kuantitatif yang fokus pada beragam gaya belajar siswa pada kelas-kelas yang berbeda. Infomasi diperoleh dengan memberikan 20 pertanyaan tertutup untuk mencari tahu bagaimana gaya belajar memengaruhi proses pembelajaran di kelas Bahasa Inggris (28 guru). Penelitian ini menemukan bahwa guru memahami keragaman gaya belajar siswa, sehingga mereka mengadopsi gaya belajar siswa dalam pengajaran mereka. Guru juga sepakat menggunakan kelompok diskusi ketimbang perkuliahan tradisional dengan mengintegrasikan Teknologi Informasi dan Komunikasi (TIK). Dapat disimpulkan bahwa persepsi guru terhadap gaya belajar siswa meningkatkan kepedulian mereka dalam mengembangkan metode mengajar yang beragam sesuai keragaman belajar siswa. Keywords: Students’ learning style, teaching style

scholarly journals AN ANALYSIS OF TEACHER COMMUNICATION BEHAVIORS THAT FACILITATE THE TEACHER-STUDENT RELATIONSHIP IN MIDDLE SCHOOL

2021 ◽  
Vol 8 (7) ◽  
Author(s):  
Kelli Smith
Keyword(s):  
Middle School ◽  
School Setting ◽  
Middle School Education ◽  
Student Interactions ◽  
Communication Behaviors ◽  
Student Relationships ◽  
Teacher Communication ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Eighth Grade Students

This study focused on teacher communication behaviors and teacher-student interactions in the middle school setting as they relate to teacher-student relationships. Thirty-seven teachers and 218 sixth, seventh, and eighth grade students participated in this explanatory sequential mixed methods study. The Questionnaire on Teacher Interaction (QTI) survey was employed to measure ideal teacher communication behaviors and actual teacher communication behaviors in the middle school classroom. Implications for middle school education are discussed, including recommendations for future study with communication behaviors and teacher-student relationships.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0821/a.php" alt="Hit counter" /></p>

Effectiveness of online teaching & learning during COVID19 pandemic: A case study at college of science & technology, Royal University of Bhutan

2021 ◽  
pp. 29-37
Author(s):  
Namgay Tenzin
Keyword(s):  
Online Learning ◽  
Mixed Mode ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Approach ◽  
Online Teaching And Learning ◽  
Online Mode ◽  
Lesson Delivery ◽  
Teaching Learning

A study was carried out to assess the effectiveness of online teaching and learning at the College of Science and Technology, Royal University of Bhutan. As a case study, two modules under the electrical engineering program taught at the sixth and eighth semesters respectively were chosen. A non-statistical purposive sampling method with a mixed-mode research approach was used to assess the effectiveness of online teaching and learning during the COVID 19 pandemic with 73 respondents. Analysis of the data revealed that students were coping up well with the sudden shift of lesson delivery from traditional offline mode to online mode and learning outcomes were achieved with 43% of the respondents agreeing to it. The offline mode of teaching and learning is still the choice of mode of learning followed by mixed-mode learning. Online learning is also able to engage students meaningfully with 44% of the respondents saying they were able to communicate in the online class effectively. Generally, students were not satisfied with the online lesson mainly citing weak internet connectivity, increased distractions at home, and lack of motivation. The case study also revealed that online learning gave more flexibility, it is more convenient, and learning at its own pace is one of the greatest benefits of online learning which shows that CST has a good foundational platform for online teaching and learning. The study also highlighted the importance of changing the instructional strategies to suit the online lesson delivery for learning to be effective.

scholarly journals ANALISIS PENINGKATAN KOMPETENSI YANG BERBASIS PELATIHAN MODEL RETURN ON TRAINING INVESTMENT (ROTI) (STUDI KASUS DI PT ALPHA AUTOMOTIVE INDONESIA)

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ayati Hernasari
Keyword(s):  
Single Case ◽  
Group Discussion ◽  
Employee Training ◽  
Investment Model ◽  
Observational Research ◽  
Research Approach ◽  
Single Case Study ◽  
Competence Training ◽  
And Training

Abstrack Increased competence with training required in PT.Alpha Automotive Indonesia has constraints in the form of trouble maker on the performance of employees. One of the efforts made by PT. Alpha Automotive Indonesia to improve employee competence is by training organized by Institutions, Companies and Industrial Estate Management. The objective of the research is to increase competence using training on return on training investment model. The method used is using qualitative research approach. Observational research techniques, interviews, documentation and Focus Group Discussion (FGD). Nature of this research is case study with single case study design (single case study). The result of the research shows that the competence based on employee training in PT. Alpha Automotive Indonesia declared managed to improve the competence of employees of PT. Alpha Automotive Indonesia by showing a good relationship between the training required by the company (training from outside) and training conducted by the company. Keywords: Competence, Training.

scholarly journals REFLECTIONS ON OFFERS AND USE OF DIGITAL MEDIA FOR TRANSFERRING KNOWLEDGE IN TEACHER EDUCATION

2021 ◽  
Author(s):  
Susanne Schumacher ◽  
◽  
Ulrike Stadler-Altmann
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Design Research ◽  
Teaching Style ◽  
Learning Objects ◽  
Self Control ◽  
Working Environment ◽  
Third Party ◽  
Research Approach ◽  
Teaching Learning

Digital processing, augmented reality and virtualisation have been developed and tested in the gaming world and working environment for some time. In educational settings, media should become learning objects that arouse the interest of learners, establish a connection to their previous knowledge, and enable interactive action and self-control (cf. Göhlich & Zirfas, 2007; Sesink, 2008). In parallel with technological developments, the question of imparting knowledge methods as well as increasing learners' knowledge is consistently subject of debates on competence in higher education didactics (see Erhardt, 2010). In terms of knowledge theory, the question arises to which extent knowledge changes as a result of media processing and, not least, how students' knowledge assets build up, transfers and influence each other (see Stadler-Altmann & Keiner, 2010). In the first decade of the millennium, numerous activities introduced in higher education had been carried out related to media-based knowledge transfer and information acquisition in the context of curricular offerings, pilot events or third party financed projects with non-university cooperation partners (Iske & Meder, 2010; Gördel at al., 2018; Hofhues, Jochuma & Kohrs, 2013; Reinmann, Ebner & Schön, 2013). In this paper, concepts of media-supported teaching and learning environments in the context of the training of pedagogical professionals in South Tyrol are depicted. Didactic designs for lectures and seminars are presented and critically reflected. These two teaching formats are mainly intended for the one-level master's degree in Primary Education at the Free University of Bozen-Bolzano. The design research approach chosen for this purpose does not diminish input-output comparisons, but rather raises the question of which media-pedagogical innovations and didactic interventions can improve the existing teaching-learning situation (Fishman et al., 2013). First, the pedagogical fields of action are analysed by considering both the specific context of the given structure at university and the existing teaching-learning settings. Consequently, impulses for a didactic re-framing in the context of the methodological dimensions of control and teaching style will be discussed in the light of the current state of research.

University Teachers' Interactions with Their Online Students at an Australian University

2016 ◽  
pp. 1565-1595 ◽  
Author(s):  
Shamsul Arifeen Khan Mamun ◽  
P. A. Danaher ◽  
Mohammad Mafizur Rahman
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Group Discussion ◽  
Digital Technologies ◽  
Affordance Theory ◽  
Student Interactions ◽  
University Teachers ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Online Environments

This chapter focuses on teacher-student interactions in the context of the use of digital technologies for online teaching and learning in an Australian university using thematic analysis and focus group discussion data. Cotemporary scholars agree that the factors influencing teacher–student interactions in online environments are diverse and multiple and are framed by a complex set of historically grounded and socially mediated forces. One potentially fruitful way to interrogate these factors and forces is to draw on aspects of affordance theory, by examining the kinds of relationships that are (and are not) afforded by particular digital technologies in those online environments. More broadly, affordance theory emerges as a useful conceptual lens for understanding the influences on and the impacts of teacher–student interactions using digital technologies in online environments. Those influences and impacts in turn are crucial to (re-)visioning digital futures in the context of students' learning outcomes in tertiary education, and to advancing critical thinking in higher education.

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