International Mining Students’ Perceptions of Online and Classroom Interaction (A Case Study of Kuzbass University)

Abstract

Distance education, which opens up a new era of digitalization and sustainable development of the society, is gaining momentum today. However, a vast array of challenges comes up when online interaction in which student and teacher are engaged fully replaces communication in traditional classroom. This paper seeks to contribute to the advantages of face-to-face learning, as perceived by the international mining students. The data have been collected from the open format questionnaires fulfilled by the overseas students who came to study mining engineering at the university of Kuzbass. The qualitative content analysis and, subsequently, the researchers’ interpretation of the data reveals that students observe various features related to student teacher interaction in online and offline settings. Notably, these features correlate to the variables constituting the core of pedagogical interaction: performance, motivation, communication, cognition, emotions, physical state, and temporal dimension.

Self-Reporting of Teacher–Student Performance in Virtual Class Interactions in Biological Sciences during the SARS-CoV-2/COVID-19 Pandemic

“…In that sense, this research also allowed the characterization of the nature of didactic interactions, as well as the teacher's and the student's own performances as perceived by the student body, under the underlying theoretical model. The methodological strategy employed converges with previously conducted studies in its focus on an analysis of the performances related to didactic interactions in the virtual modality [25][26][27][28][29][30][31][32].…”

“…Among other aspects that have been investigated; synchronous virtual teachinglearning interactions seem to have a greater effect on learning experiences and outcomes, in contrast with asynchronous-type interactions, especially in the didactic performance of feedback and collaborative learning [31]. However, it is necessary to consider more didactic performance variables, which constitute the core of pedagogical interaction in online and offline environments, and include performance, motivation, communication, cognition, emotions, physical state, and temporal dimension [32]. Another aspect investigated in virtual teacher-student interactions was the self-perception of teachers regarding the different professional and interpersonal performances of teachers and students.…”