Online versus Classroom teaching: Differences and specificities in teacher-student interaction processes

Online education is provided by fewer universities in Africa than the western world. However, during the outbreak of COVID 19 many universities were forced to embrace online teaching and learning, even those who were against it. The outbreak of COVID 19 opened new ways of teaching and learning that most of universities had to adopt for their survival. This study was carried out to explore the beliefs of Tanzanian lecturers and students on online teaching and learning during the outbreak of COVID 19. This study is anchored on the Technology Acceptance Model by applying a concurrent triangulation design, which helped the researcher to collect both qualitative and quantitative data. The study targeted university lecturers, Deputy Vice Chancellors, academics, and students in selected full- fledged universities in the northern part of Tanzania. The findings indicate that lecturers and students were positive about the use of online teaching and learning, and there is no statistically significant difference in perceptions mean scores between lecturers and university students on the use of online learning during the outbreak of COVID 19. However, various challenges were identified that hamper the smooth running of online teaching and learning, such as lack of adequate resources, poor connectivity of internet and lack of knowledge and skills on how to use the online platforms. This study recommends that universities have to improve the availability of resources for online teaching and learning and to invest in staff capacity building to motivate the lecturers to use online teaching more effectively.

Quality of teacher-child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher-child interactions is commonly assessed using the teaching through interactions conceptual framework and an associ/ated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a) whether there was evidence supporting three distinctive domains of teacher-child interactions in Chile (construct validity) and (b) whether these domains predicted end-of-prekindergarten language, academic, and executive function skills in Chile (predictive validity). The sample consisted of 91 Chilean prekindergarten classrooms (1,868 four-year-old children). The findings support both construct and predictive validity of the teaching through interactions conceptual framework as assessed by the CLASS in Chile. Implications for cross-country comparison of quality of teacher-child interactions in prekindergarten classrooms are discussed.

This study examines concurrent teacher–student interaction quality and 5th graders’ (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher–student interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed engaged behavior, teachers reported on students’ engagement, and students completed questionnaires. Engagement data were conducted 3 times per year concurrent with measures of teacher–student interaction quality. Results showed small but statistically significant associations among the 3 methods. Results of multilevel models showed only 1 significant finding linking quality of teacher–student interactions to observed or teacher-reported behavioral engagement; higher classroom organization related to higher levels of observed behavioral engagement. However, the multilevel models produced a rich set of findings for student-reported engagement. Students in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement. Students in classrooms higher in classroom organization reported more cognitive, emotional, and social engagement. Interaction effects (Gender × Teacher–student interaction quality) were present for student-reported engagement outcomes but not in observed or teacher-reported engagement. Boys (but not girls) in classrooms with higher observed classroom organization reported more cognitive and emotional engagement. In classrooms with higher instructional support, boys reported higher but girls reported lower social engagement. The discussion explores implications of varied approaches to measuring engagement, interprets teacher–student interaction quality and gender findings, and considers the usefulness of student report in understanding students’ math experiences.

This article examines the dynamics of teacher-student interaction in online versus offline language education, particularly in light of the recent shift toward digital platforms spurred by the global pandemic. It explores how online environments impact engagement levels, comparing the immediacy and spontaneity of interactions in traditional classrooms with the structured communication necessitated by online platforms. The analysis highlights key factors influencing engagement, including the frequency and quality of interaction, student motivation, and the advantages of flexibility and accessibility offered by online learning. Findings suggest that while offline classrooms promote rich, immediate interactions, online platforms can enhance engagement through personalized learning opportunities and diverse resources. The study underscores the need for further research to optimize these technologies in fostering meaningful teacher-student interactions in both settings.

PurposeAs online learning is the embryonic form of education in the metaverse, it is extremely important to explore the behavioral preferences of users. The aim is to explore the impact of interactive features on continuous use in online learning and to further explore what kind of interaction mode should be constructed for different types of students to obtain the best educational experience.Design/methodology/approachThe study developed an empirical model and used a real-world dataset to test hypotheses. Specifically, the interaction in online learning is analyzed from different dimensions, including the interaction intensity of multiple subjects, the immersion of interactive technology, the timeliness of interactive feedback, and the fun in interaction.FindingsThe authors found that the intensity of interaction, immersion, timeliness of feedback and fun in the interaction all had significant positive effects on continuous use. Among them, the most important is the interaction between teachers and students. With the growth of user grades, the role of parents in the interaction is getting smaller and smaller, and the fun in the interaction is gradually becoming unnecessary. For high school students, gamified interactions can even have a negative impact. In addition, from the perspective of gender, males prefer immersive interaction, while females pay more attention to themselves and have negative feedback on fees.Originality/valueThe authors deepened the interaction and summarized the impact of different interactive features on continuous use in online learning platforms. The authors focused on the impact of the immersive experience brought by the application of interactive technology, which can confirm the user behavior preferences of online learning in the context of the metaverse. The research also provides a reference for online learning institutions to set up course interaction modes and targeted marketing programs.

A global pandemic caused by Coronavirus or Covid-19 gave horrible impacts toward many important sectors, including education. This global crisis including Indonesia, forced educational institutions to switch their teaching methods into online teaching and learning for around two and a half years. In the post Covid-19 pandemic, the education was back to normal where schools and university accepted students to learn in the classes. Therefore, the use of online learning that was important during Covid-19 pandemic, might be useful to give variation in learning process in the post Covid-19 pandemic. This study was conducted to explore teachers’ perception on online learning of EFL in the post Covid-19 pandemic. The participants were 21 EFL teachers from university and secondary school in Indonesia. This study used a qualitative descriptive approach with online questionnaire. From the finding and result, it showed that teachers considered EFL online learning was still important because online learning provided flexible time in scope of teaching. Furthermore, the contents or materials of online learning could be saved on the internet for long time and could be seen or accessed again. In conclusion, EFL online still gave positive impact towards students and teachers in the post Covid-19 pandemic.Keyword: Post Covid-19 pandemic, EFL, perception, online learning

This study aims to examine online learning as a medium and innovation in active learning learning. Through this research it can be seen that online learning is distance learning that uses electronic circuits and is carried out through the internet media to convey learning content, interactions or guidance with teaching materials that suit the needs. The dynamics that occur in the digital era also function as a catalyst for the learning system revolution from what was previously manual and conventional to an effective and efficient system with the support of information and communication technology (ICT). The method used in this research is a case study with a research approach using qualitative methods that are used to obtain information in the form of interview data and documentation about the use of online learning in al-Quran hermeneutics courses on semester VI students of STAI Al-Anwar Sarang Rembang.

This study investigated the relationship between learners’ everyday technology usage, e-learning readiness, and emotion regulation. To conduct the study, Cognitive Emotion Regulation, Readiness for E‐Learning, and Everyday Technology Usage Questionnaires have been employed. The results of the study demonstrated that the direct effect of using technology and e-learning on emotion regulation is positive and statistically significant. Access to equipment and technology and having online communication skills will increase students' self-efficacy and increase their motivation and emotions. In fact, e-learning readiness in students creates a positive attitude about the ease of use and usefulness of online learning, these factors also affect the intention and attitude of students in using online learning technology and blended learning. Implications are discussed.

Building classroom relationships that last is no singular act bound to the opening weeks of the academic year. The seeds of strong teacher-student relationships must be nurtured and cultivated over time and in the right environment, one designed for belonging and learning for all. The quality of teacher-student interactions and relationships undoubtedly influences academic achievement and the educational experience of students. Teaching and learning environments that are conducive to the development of caring teacher-student interactions is vital to student well-being. Students that feel a genuine sense of belonging are apt to stay active, take risks, and flourish, and cultivating these behaviors in middle school classrooms is paramount to students' future success. Classrooms built for belonging operate on three key elements: moving beyond icebreakers, inviting students to serve as co-designers of learning experiences, and implementing gradebooks with grace.

A central task of educational researchers has been to uncover factors that improve student academic achievement. Research in both developed and developing nations during the past few decades has analysed the links between educational outcomes and school physical resources, teacher quality and children's demographic and family background. (1) Importantly, research on teacher and school effects in developing countries has focused on factors such as human capital, economic resources and physical infrastructure, the so-called input factors in the black box production function model of school outcomes. Fewer studies have focused on the softer classroom process factors that might be seen as important mechanisms of the production function, such as teaching style, the quality of teacher-student interactions and student academic engagement. This study investigates the sensitivity of academic achievement and educational engagement to student experiences in the classroom: teaching style, teacher-student interactions and classroom environment. This study is first placed in the theoretical context of comparative educational research, then in the context of recent education reform initiatives in China. Next follows a description of the data which came from a survey of primary school students, teachers and principals in rural Northwest China that was carried out in the summer of 2000. Multivariate analyses of achievement and engagement are presented and the paper closes with a discussion of the implications of the findings. Framework and Hypotheses Research on Teacher Quality Disparate lines of research in the fields of sociology, demography and economics have considered community, school, classroom and family characteristics that predict children's educational outcomes. (2) Across these disciplines, an important goal has been to produce policy-relevant insights on measurable aspects of school quality, including teacher quality, that significantly affect outcomes such as achievement. Much of this research stemmed from Stephen Heyneman's Report for a Developing Country, and his subsequent research suggesting that the portion of the variance in achievement attributable to school quality, as opposed to family background, was generally much larger in developing versus industrialised countries. (3) Following Heyneman's lead, studies of school effects have been conducted in a wide range of developing countries, and many have found significant effects of school factors, net of family background, on achievement. (4) However, recent work by David Baker and his colleagues has suggested that the Coleman effect--large family effects and small school effects --has spread throughout the world. (5) Moreover, studies that have sought to identify effects of specific dimensions of teacher quality and other school inputs on academic achievement have produced decidedly mixed results for both developed and developing countries. (6) For example, Hanushek has argued that US-based research yields no systematic evidence that teacher education, experience or salaries affect student performance. (7) Other studies have found stronger evidence of positive school and teacher effects on learning and labour market outcomes (8) In developing countries, a number of studies have found that teacher education and experience, as well as basic material resources do affect achievement, but other work has presented a mixed verdict on teacher and school effects. (9) Limited Definition of Quality One problem with these studies has been the narrow conceptualisation of teacher quality. Too often, teacher quality has been conceptualised simplistically, as easy-to-measure background factors thought to be linked to productivity such as teacher education or training, teacher salary or teacher experience. While identifying a mix of easy-to-measure and easy-to-manipulate inputs has a great deal of theoretical and policy appeal, the lack of consistent findings suggests the value of exploring alternative approaches. …

This study investigates the interplay between teacher competency, teacher engagement, job satisfaction, and the moderating role of teacher-student interaction among public high school teachers in the Binmaley 1 District, Philippines. The primary aim was to explore how these factors contribute to teachers’ overall job satisfaction, a critical determinant for retention and performance in the education sector. Teacher competency, including expertise in subject knowledge, teaching methods, and classroom management, was positively correlated with job satisfaction. Teachers who felt confident in their skills reported higher satisfaction, highlighting the importance of professional development in improving teaching effectiveness. Teacher engagement, characterized by enthusiasm, dedication, and motivation, was also a significant predictor of job satisfaction. Teachers who were more engaged in their work, including making an effort to improve their teaching practices and staying energized by their roles, experienced greater satisfaction. Furthermore, the study identified teacher-student interaction as a key moderating factor. The analysis revealed that positive interactions with students not only contributed independently to job satisfaction but also amplified the positive effects of both teacher competency and engagement. Hierarchical regression analysis demonstrated that teacher competency alone accounted for a substantial variance in job satisfaction, but the inclusion of teacher-student interaction significantly improved the model, highlighting its role in enhancing the relationship between teaching practices and satisfaction. Similarly, teacher engagement showed a strong direct effect on job satisfaction, which was further enhanced by the quality of teacher-student interactions. Overall, the findings emphasize the importance of ensuring positive teacher-student relationships, enhancing teacher competency, and promoting teacher engagement to improve job satisfaction. These insights are crucial for policymakers and educators aiming to improve teacher well-being, professional development, and the overall quality of education in the Philippines.

One salient feature of classroom processes that has been shown to be a key support for students’ academic performance is the dosage of, or exposure to, academic content. The effects of dosage are presumed to accumulate as students are exposed to content over time. The present study examines associations between students’ academic skills at the end of first grade and average exposure to content in classroom teaching across three grades—pre-k, kindergarten, and first grade —for a diverse sample of students from low-income households (White = 5%, Black = 11%, Hispanic = 77%, Other = 7%; English at home = 19%, Spanish at home = 56%; other language at home = 25%). Also examined is the extent to which such associations with academic outcomes are conditioned by the rigor of academic content and quality of teacher-student interactions. 1,220 children were followed from public pre-k through first grade (mean age = 55 months old at the start of pre-k, SD = 3.5). Analyses adjusting for family, classroom, and child factors as well as performance at the start of pre-k find that more instructional time on literacy and language content across pre-k to first grade is beneficial for students when coupled with high-quality teacher-student interactions over that span. No significant associations with classroom process variables were detected for math outcomes. Implications of these findings for instructional practice, professional development, and quality improvement initiatives are discussed.

: The Covid-19 pandemic that has hit the world requires the education process to be carried out innovatively, including the education process in Indonesia. At the elementary school level, the use of online learning is recommended by using a platform with a simple operating system such as WhatssApp. The application of online learning requires the readiness of various parties, both from schools, office holders, students, and parents. This research was conducted in grade IV of SDN Aengdake I using qualitative research methods (case studies). This study aimed to describe the obstacles or difficulties faced by teachers and students in learning English online at SDN Aengdake I. In general, there were two factors that underlie the obstacles in learning English online at SDN Aengdake I, they were management and technical factors. In terms of management factors, teachers had difficulty using innovative teaching methods, limited teaching time, and many students lack of discipline in learning process. In technical factor, the economic condition of the family affected the success of online teaching and learning. Keywords: Difficulties of online learning, English learning, Grade IV students of SDN Aengdake I

Numerous empirical studies, including meta-analyses, have confirmed the impact of self-regulated learning (SRL) on learners’ academic achievement in traditional or face-to-face learning environments. However, prior meta-analyses rarely examined the efficacy of SRL interventions on academic achievement in online or blended education across elementary education, secondary education, higher education, and adult education. Therefore, this meta-analysis addresses this research gap by focusing on the effect of SRL interventions on students’ academic test performance in online and blended learning environments in elementary, secondary, and higher education settings as well as informal settings. The present meta-analysis compares SRL phase, SRL scaffolds, and SRL strategies between treatment and control groups. We also investigated possible differential effectiveness due to substantive features of the included studies, such as different educational levels of learners (e.g. elementary, secondary, and higher education), academic subjects (STEM vs. non-STEM), and learning contexts (e.g. online learning, blended learning, web-based learning, mobile learning). Consistent with previously published meta-analyses, the present meta-analysis confirmed a positive and moderate effect of SRL intervention (ES = 0.69) on learners’ academic achievement in online and blended environments for learners in elementary, secondary, and higher education as well as informal adult education settings.

Technology has begun to applied in the field of education, not only in universities but also in high school. The existence of technology for education encourages the development of learning media, especially online learning. The purpose of this research was to examine implementation of online learning at high school level. The method used is literature review research, which is the research results come from several sources. The data obtained comes from books, research, and articles related to online learning media. Based on the research’s results, it was concluded that the use of online learning media in high school can be applied appropriately and well if it meets certain criteria. The use of online learning as learning media can also directly improved student’s learning outcomes. This statement obtained from research articles related to the topic.