Teacher-student Relationship and SNS-mediated Communication: Perceptions of both role-players

Baruch, Alona Forkosh; Hershkovitz, Arnon; Ang, Rebecca P.

doi:10.28945/2329

Cited by 21 publications

(21 citation statements)

References 53 publications

(52 reference statements)

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“…A meaningful learning is closely related to the theory of constructivism which stated that students construct knowledge or create meaning as a result of thinking and interacting in a social context. The relationship between teacher and student is a very important factor for the students' academic and social development, for personal and professional development of teachers, and can support a good learning environment [33]. The importance of challenging learning situations also proves the previous findings.…”

Section: Discussionsupporting

confidence: 66%

Teacher Pedagogic Communication for Effective Learning

Suyatno¹,

Urbayatun²,

Maryani³

et al. 2019

Proceedings of the First International Conference on Progressive Civil Society (ICONPROCS 2019)

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The primary objective of this research is to find a strategy in building pedagogic communication between teachers and students in North Maluku Senior High Schools for which to improve the effectiveness of learning in the classroom. Pedagogic communication is the communication between teachers and students involving pedagogic elements, which are; guiding, directing, educating, and fostering the students' potential. Sources of the research data were teachers in six schools in North Maluku Province who were selected by purposive sampling technique. Data collection techniques used in this research was in-depth interviews, observation, and documentation. The collected data were analyzed through interactive-inductive data analysis technique of Miles & Huberman model. The results showed that the teachers applied five ways in building pedagogic communication between teachers and students in North Maluku High School, which are: building teachers-students closeness, understanding the basic emotional needs of students, creating challenging learning, treating students according to individual differences, and creating student-centered learning.

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Section: Discussionsupporting

confidence: 66%

Teacher Pedagogic Communication for Effective Learning

Suyatno¹,

Urbayatun²,

Maryani³

et al. 2019

Proceedings of the First International Conference on Progressive Civil Society (ICONPROCS 2019)

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“…First is the fact that teachers do communicate frequently with their students beyond school hours. In recent years, teacher-student communication via social networking sites has extended their connection beyond school's space and time boundaries (Forkosh-Baruch et al, 2015). Mostly, they do so for reasons of convenience (Avci & Adiguzel, 2017), but this type of communication is not without challenges and dilemmas (Asterhan & Rosenberg, 2015;Rosenberg & Asterhan, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Originally, Ang's (2005) TSRI was used to collect data from teachers about their relationship with a given student of them. In previous studies, we adapted this tool, together with Prof. Ang, to collect data from students regarding a teacher of them (Forkosh-Baruch, Hershkovitz, & Ang, 2015), which is the version we will use here. We previously used this framework in the context of Facebookmediated student-teacher communication, and we use it here to better understand students' perceptions of student-teacher relationship and communication via WhatsApp.…”

Section: Student-teacher Relationshipmentioning

confidence: 99%

WhatsApp is the Message: Out-of-Class Communication, Student-Teacher Relationship, and Classroom Environment

2019

Self Cite

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Aim/PurposeTo study associations between elementary-, middle-and high-school students' perceptions of classroom environment and student-teacher relationship and their out-of-class communication practices via WhatsApp app. BackgroundCommunication between students and teachers is usually extended beyond the classroom's time and space. This communication, referred to as out-of-class communication (OCC), may impact students' academic, social, and emotional development. Today, OCC is facilitated via social media and instant messaging services, which may have impact on its nature. MethodologyMethodology was quantitative in nature. Data was collected using an online questionnaire (implemented on Google Forms, http://forms.google.com , during June-July 2016. Participants (n=300), from 5th-12th grades (11-18 years old), were recruited in schools in a few Arab villages in northern Israel, with the assistance of their teachers. ContributionThe present study expands the growing body of knowledge about studentteacher communication via online social networks, specifically regarding out-ofclass communication. We identify the unique aspects of WhatsApp-based outof-class communication, which shed light on student-teacher relationship at large. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their own educational agenda and to check if and how they and their students can benefit from OCC.WhatsApp is the Message 74Findings Overall, we identify WhatsApp's important, unique role in promoting good student-teacher relationship and positive classroom environment. Recommendations for PractitionersThe findings regarding the unique contribution of WhatsApp to studentteacher out-of-class communication should be taken into consideration by policy makers while formulating policies for the use of online social networks in educational settings. Teachers should be aware of the important role this type of communication plays for their students and for their classroom. Both teachers and students should communicate respectfully, with teachers serving as role models for their students regarding proper digital behavior. Recommendations for ResearchersThis study should be replicated to more populations and to more communication platforms, in order to validate its findings.Impact on Society The associations between out-of-class communication via online social networks and student-teacher relationship have two main effects on society at large. First, promoting better student-teacher communication could improve learning and teaching. Second, if this communication is to be carried out properly, the students -who are the future citizens -will learn how to behave correctly in the digital age. Future ResearchIt is advised to explore the studied associations in other populations and regarding other communication platforms. Also, qualitative exploration is advisable, as it may shed more light on the unique aspects of WhatsApp-based studentteacher out-of-class communication.

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“…Previous studies reported that, in spite of official, local policies forbidding teachers to interact with their students through social network technologies, many teachers use Facebook as a tool for establishing and maintaining contact with their students (Asterhan & Rosenberg, 2015;Forkosh-Baruch, Hershkovitz, & Ang, 2015;Hershkovitz & Forkosh-Baruch, 2013). …”

Section: Teacher-student Social Network Technologies Interactionmentioning

confidence: 99%

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Rosenberg

Asterhan

2018

JITE:Research

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Aim/Purpose: In this paper, we analyze the phenomenon of “classroom WhatsApp groups”, in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these interactions. Background: The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. Yet, very little is known about the extent, nature, and purposes of these practices, the limitations and affordances, the type of discourse and conflicts that develop in these spaces, and the extent to which it affects teacher-student interactions outside of WhatsApp (e.g., the social climate in class, the teacher’s status, teacher-student and student-student relations), especially from the students’ perspective. Methodology: Our methodology combines questionnaires, personal interviews, and focus groups with Israeli secondary school students (N = 88). Contribution: The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life. Findings: The combined findings reveal that classroom WhatsApp groups have become a central channel of communication for school-related topics. It is used primarily for organizational purposes (sending and receiving updates and managing learning activities), as well as a means for teachers to enforce discipline. Students mentioned many advantages of WhatsApp communication, such as easy access, the ability to create communities, the ability to safeguard personal privacy, and the communication format (written, mediated, personal, or group). However, they also recognized limitations (i.e., communication overload) and challenged teacher ability to monitor and affect student interactions in social media, even when they are present in these WhatsApp classroom groups. Finally, we report on the role of parallel, sans-teacher WhatsApp groups, which are characterized as back stage discourse arenas that accompany the front stage offline classroom activities and the “official” classroom WhatsApp group. Recommendations for Practitioners: The combined findings of this study indicate how WhatsApp-based, joint teacher-student groups can serve a variety of educational purposes, namely, organizational, instructional, and educational-disciplinary. In addition, and in spite of teachers concerns, students are aware of the challenges inherent to the use of WhatsApp for communication with their teachers. Some of the main characteristics that prevent teachers from using other ubiquitous digital communication media, such as Facebook or Twitter, are not relevant when it comes to WhatsApp. Both teachers and students view WhatsApp as a favored channel of communication because of the low exposure to personal information and minimal invasion of privacy. Future Research: The qualitative methodology of this paper limits the ability to generalize the current findings to other contexts and population groups. Future research should preferably explore the generalizability of our findings to larger sections of teenage populations. It should also explore similarities and differences with other age groups. Finally, the present study was set in a particular country (Israel). Local norms of cellphone use and of appropriate teacher-student interaction, as well as locally developed media domestication patterns, may differ from country to country and/or from one cultural group to another. Future research should then include and compare the current findings with data from different countries and cultures in order to complete the picture.

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Teacher-student Relationship and SNS-mediated Communication: Perceptions of both role-players

Cited by 21 publications

References 53 publications

Teacher Pedagogic Communication for Effective Learning

Teacher Pedagogic Communication for Effective Learning

WhatsApp is the Message: Out-of-Class Communication, Student-Teacher Relationship, and Classroom Environment

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

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