Online students' attitudes towards rapport-building traits and practices

Wright, Robert; Jones, Greg; D’Alba, Adriana

doi:10.1504/ijil.2015.066063

Cited by 3 publications

(9 citation statements)

References 20 publications

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“…This study's findings reflect the students' desire and need for interaction with their teachers during emergency distance learning, which coincides with previous research about distance learning in routine situations (e.g., Burnett et al, 2007;Sher, 2009;and Wright et al, 2015), and during the COVID-19 pandemic (e.g., Adnan & Anwar, 2020;Mohmmed et al, 2020;Nambiar, 2020). Students described this interaction as essential for learning, coping with distance learning, and succeeding in their studies.…”

Section: The Need For Interactionsupporting

confidence: 89%

“…Teacher-student interaction is one of the main parameters for influencing students' success in learning. This interaction has been linked to better management in classrooms (M. Murphy & Valdéz, 2005;Pianta, et al, 2012), students' commitment to learning (Ahmad et al, 2017; L. C. Strauss & Volkwein, 2004), greater effort on the part of the students (Lundberg & Schreiner, 2004), higher motivation (Eccles, 2004), students' satisfaction (Calvo et al, 2010;Trigwell, 2005), active involvement in learning (Eccles, 2004, Rugutt & Chemosit, 2009, and improved learning outcomes (Frymier, 2007;Javid et al, 2013: Maulana, et al, 2014Wright et al, 2015). Studies have also shown that interaction plays an important role in students' decisions about whether to complete their studies or drop out after the first year (Wilcox et al, 2005).…”

Section: Teacher-student Interaction In Distance Learningmentioning

confidence: 99%

“…According to several studies, this makes interaction more complex (Brenton, 2014;Sher, 2009;Wright et al, 2015). For example, many of the verbal and nonverbal cues that support the development of relationships in traditional face-to-face encounters, such as body language, intonation of speech, and facial expressions, do not exist in distance learning situations (E. Murphy & Rodríguez-Manzanares, 2012;Wright et al, 2015). Sher (2009) explained that in a traditional classroom environment, students' facial expressions allude to their understanding of the material.…”

Section: Teacher-student Interaction In Distance Learningmentioning

confidence: 99%

“…The questions about teacher-student interaction were selected based on studies that indicate the importance of this type of interaction for learning in general (Ahmad et al, 2017;Maulana et al, 2014), for distance learning in particular (Manusov, 2016;Wright et al, 2015), and during the emergency situation created by the COVID-19 pandemic, based on students' reports (Khalil et al, 2020;Nambiar, 2020). This study analyzed the 591 answers received to the open-ended questions about the quality of interaction with the teacher.…”

Section: Procedures and Toolsmentioning

confidence: 99%

“…The study used qualitative analysis of statements in students' responses to examine which types of interaction that were found in previous studies to be used in routine situations (Kang, 2009;Kang & Im, 2013) are also utilized in emergencies; which are more common than others; and whether there is a connection between the student's level of self-regulated learning and the types of interactions reported. The study sheds light on students' perceptions of their interactions with their teachers during the pandemic, given the significant role this interaction plays in learning in general (Ahmad et al, 2017;Javid et al, 2013;Maulana et al ,2014) and in distance learning in routine times (Brenton, 2014;Sher, 2009;Wright et al, 2015), taking into consideration the students' expectations for optimal interactions in emergency situations as well (Adnan & Anwar, 2020;Khalil et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Teacher-Student Interaction in Distance Learning in Emergency Situations

Sason

Kellerman

2021

JITE:Research

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Aim/Purpose: The goal of this study was to examine which of the types of teacher-student interactions found in previous studies by Kang (2009) and Kang and Im (2013) during distance learning in routine situations, were also found in times of emergency, specifically during the COVID-19 pandemic, and whether these interactions differed between students with regard to the extent and nature of each type of interaction. Background: Teacher-student interactions during learning in general and particularly in distance learning has an impact on students’ satisfaction, motivation, and ability to contend with learning assignments. As learning in times of emergency poses additional, unique challenges, teacher-student interactions may be affected as well. Methodology: The participants in the study were 591 undergraduate students from different departments in a teaching college, who answered an opinion survey after completing a semester of distance learning due to the COVID-19 pandemic. Qualitative textual content analysis was performed on students’ answers to open-ended questions about the nature of their interaction with their teachers. The students’ answers were divided and analyzed according to the answers they gave on a separate questionnaire on self-regulation in learning. Contribution: The findings of this study can offer a theoretical contribution to understanding the different types of teacher-student interactions in distance learning in emergency situations, their frequency, and how they are connected to students’ self-regulation. From the practical perspective, the study highlights the importance of this interaction, especially in times of emergency, and offers practical insights for teachers in academia and in general. Findings: The study’s findings reflect students’ critical need for interaction with their teachers in emergency distance learning. The students reported different types of interaction with their teachers during the COVID-19 period. The most common form of interaction was instructional communication (Q&A), which mainly took place via email, though students would have preferred WhatsApp. The least common form of interaction was social intimacy. Students with a high level of self-regulation were more likely to report on interaction with the teacher, and to take more responsibility for whether or not interaction occurred. Recommendations for Practitioners: Considering the findings of this study, colleges and universities should invest in training and encouraging teachers to engage in different types of interaction with their students. It is important for teachers to be aware of the need for these types of interaction. Encouraging teacher-student interaction in teachers’ training colleges (where this study was carried out) is also important, as it may affect the teaching methods used by the students when they become teachers in the future and, consequently, influence the entire education system. Recommendation for Researchers: Research of teacher-student interaction in distance learning should take into account the unique characteristics and challenges posed by this type of learn-ing in times of emergency, as found in this study. Additional technological and pedagogic tools should be developed to improve teacher-student interaction so that it meets the students’ expectations during routine and emergency times alike. Impact on Society: Studies have found that teacher-student interaction is one of the greatest contributors to students’ motivation and satisfaction and to their ability to cope with learning assignments. As distance learning has become widespread and inevitable in times of emergency or crisis, which may occur again in the future, improving interaction during distance learning in an emergency is very important. This may improve the learners’ ability to maintain their regular learning routine despite the emergency situation. Future Research: It is recommended to expand the research method and examine the data using in-depth interviews and questionnaires. It is also worth comparing the findings of this study with findings of similar studies among students in colleges and universities other than teachers’ training colleges, graduate students, and students of different ages.

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Section: The Need For Interactionsupporting

confidence: 89%

Section: Teacher-student Interaction In Distance Learningmentioning

confidence: 99%

Section: Teacher-student Interaction In Distance Learningmentioning

confidence: 99%

Section: Procedures and Toolsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teacher-Student Interaction in Distance Learning in Emergency Situations

Sason

Kellerman

2021

JITE:Research

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Students’ Perception of the Role of Online Teachers:Comparing Routine and Emergency Times

et al. 2022

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Social distancing during the COVID-19 pandemic forced the education system to instantly transition to online learning and teaching. Studies show that the challenges of emergency remote teaching (ERT) differ from those of online learning during routine times. Do student’s perceptions of teachers’ roles during online learning differ between ERT and routine online classes as well? Addressing this question can illuminate different aspects of the role of a teacher at different times, thus facilitating the improvement of online learning. This study compares students’ perceptions of their teachers’ roles in the online courses they attended during the pandemic, with perceptions of students who attended online courses in routine times when distance learning was a regular part of the academic program. The participants who attended online courses during routine times were 520 undergraduates in a teacher-education college. A second group of 475 undergraduates from the same college responded at the end of a semester of emergency online learning during the pandemic. Both groups answered questionnaires regarding their perception of four aspects of the role of online teachers: pedagogical, technical, affective, and differentiating. The findings showed that during emergency times, students had significantly higher expectations for teachers’ technical and affective roles than in routine times. However, students had lower expectations regarding teachers’ differentiating role during emergencies, and similar expectations for teachers’ pedagogical role in both situations. These findings highlight the need to plan curricula to suit different situations and different needs, and emphasize the different characteristics of the teachers’ role in different situations, in order to optimally address students’ needs in times of routine and emergency alike.

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Learning Analytics on Student Engagement to Enhance Students’ Learning Performance: A Systematic Review

Johar,

Kew,

Tasir

et al. 2023

Sustainability

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The study of learning analytics provides statistical analysis and extract insights from data, particularly in education. Various studies regarding student engagement in online learning have been conducted at tertiary institutions to verify its effects on students’ learning performance. However, there exists a knowledge gap whereby the types of student-engagement issues derived from learning analytics have not been collectively studied thus far. In order to bridge the knowledge gap, this paper engages a new systematic literature review (SLR) that analysed 42 articles using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The existing research on student engagement in online learning does not extensively integrate the five types of online engagement proposed by Redmond et al., and the use of learning analytics on the subject matter is also limited. Thus, this review sheds light on the types of student engagement indicated by using learning analytics, hoping to enhance students’ learning performance in online learning. As revealed in the findings, some studies measured multifaceted engagement to enhance students’ learning performance, but they are limited in number. Thus, it is recommended that future research incorporate multifaceted engagement such as social, cognitive, collaborative, behavioural, and emotional engagement in online learning and utilise learning analytics to improve students’ learning performance. This review could serve as the basis for future research in online higher education.

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Online students' attitudes towards rapport-building traits and practices

Cited by 3 publications

References 20 publications

Teacher-Student Interaction in Distance Learning in Emergency Situations

Teacher-Student Interaction in Distance Learning in Emergency Situations

Students’ Perception of the Role of Online Teachers:Comparing Routine and Emergency Times

Learning Analytics on Student Engagement to Enhance Students’ Learning Performance: A Systematic Review

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