Abstract
The teacher-student interaction is an important component in both face-to-face and distance education. In online teaching and learning, where students are physically separated from their friends, teachers, and school environment, the teacher-student interaction gains even more importance. While this interaction is important, it is also difficult to maintain. Teachers who can establish very good interactions in face-to-face education may have difficulties in online teaching. For this reason, it is necessary to educate both teachers and pre-service teachers on teacher-student interactions in online teaching. In this study, 27 articles on student-teacher interactions in online teaching in the Web of Science database were examined. As a result, the factors associated with student-teacher interactions in online teaching were determined. In addition, a guide is included in the study so that teachers can create a better interaction with students in online teaching. Finally, suggestions on what can be done about online teacher-student interactions in teacher education are presented.
TopIntroduction
Students learn from the active interaction with their teachers and peers. Moore (1989), one of the most well-known theorists of open and distance education, emphasizes that learning cannot be talked about without interaction. The purpose of the interaction is to change the student and activate them for learning (Wagner, 1997). There are three types of interaction accepted in the literature in online learning environments: student-teacher interaction, student-content interaction and student-student interaction. It is possible to find many studies that show that each of these interaction types is valuable for online learning. It is not possible to say that this type of interaction is more valuable than the other. Each of these types of interaction should be evaluated in its own context.
The interaction types in content-based systems (books, videos, etc.) where the student is not likely to see the teacher through video conferencing will not be the same as in online systems where collaborative learning takes place with a small number of students, and where lessons are taught via video conferencing. Similarly, in these systems, students will have different values and expectations from interaction. In this chapter, the focus is on student-teacher interaction, which stands out both in the lessons taught by videoconferencing and in the lessons taught asynchronously through the recordings of these videoconferences. The factors affecting student-teacher interaction were examined with the help of a literature review, and teachers were offered tips on how to establish better student-teacher interaction. Again, based on this information, what can be done for online student-teacher relations in teacher education was discussed.
Key Terms in this Chapter
Teacher Presence: It is related to the fact that the teacher makes the students feel that s/he is in the classroom not only because s/he has a duty, but also willingly. It is the teacher's making the lesson different from a mechanical presentation.
Online Teacher-Student Interaction: It refers to all kinds of educational or social events that occur between the teacher and the students in online education.
Feedback: Feedback refers to the teacher informing the student about the student's behavior or performance or responding to the student's questions/requests.
Technology: Internet infrastructure, computer, phone, tablet, etc. that students and teachers use to access online learning and the software used in online learning (Moodle, Google Meet, Microsoft Teams, etc.).
Clarity: It is to be clear and consistent from the beginning of the process on issues such as when and how the teacher can be reached, when the assignments will be delivered, and what is expected from the students in order to be successful.
Design: It is the design of the whole teaching process (including how the materials will be, how the exam will be done, what assignments will be asked from the students, how will feedback be given to the student, will the teacher appear on the camera, or will a representative image be used? etc.).
Being Sincere: It is to be able to speak students’ language while maintaining a professional relationship with students and not to be distant and negative.
Student Characteristics: The characteristics that the student has, innate or shaped later. Introversion, extroversion, etc.
Teacher Education: It refers to the education that teachers receive during undergraduate and after graduation.
Self-Regulation: The student's ability to manage their own learning processes. Being able to decide when and how much to work on which subject and to comply with this decision.
Engagement: Time and effort that students committed to their studies and educational activities (NSSE, 2017 AU105: The in-text citation "NSSE, 2017" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Student Emotions, Perceptions, and Attitude: The student's feelings and thoughts about online learning (like, dislike, find it useless, think that it is difficult, etc.).