In-class Interaction Research Articles

Teacher-students interactions and Students’ attitude at international science faculty classes: in the context of biology and chemistry departments

In the context of globalization of education, where students often come from diverse cultural and academic backgrounds, interactions between teachers and students play a key role in effective learning experiences. This research emerged from awareness of the need to understand how interactions between teachers and students occur in international classrooms, particularly in biology and chemistry departments. This research aims to analyze differences in student interactions in international classes based on science faculties. This research is comparative research obtained through random sampling. The sample for this research was 88 students who were enrolled in the international class program at the science faculty. Data was collected using an in-class interaction instrument with 29 items. The analysis technique uses descriptive and independent sample t-tests. These findings indicate that there are significant differences in the level of interaction between students majoring in biology and chemistry in international classes. Apart from that, classroom interaction also provides opportunities for collaboration between students so that they can increase their self-confidence in their learning abilities. Building strong relationships among students also contributes to increasing positive attitudes towards learning through motivation and engagement.

Dialogue on ethics and ethics of dialogue: an exploratory study

We report on a study bearing implications for ethical learning in schoolchildren during social interaction. The study was conducted as part of a project aimed at promoting ethical learning of socially-oriented values within the context of dialogic education. 172 fourth graders from 7 classes participated in an 8-session series designed to foster empathy, inclusion, and tolerance. Two of these sessions (3 and 8) were pre-selected for analysis. We investigated (1) whether students’ discussion of ethical issues and the ethical aspects of their actual in-class interaction with each other can be reliably measured, and (2) what relation holds between students’ ethical thinking during classroom discussions and the ethical aspects of their behavior. We thus developed an analytical framework comprising two tools for appraising ethical thinking and behavior in in-class interaction: dialogue on ethics (DoE) and ethics of dialogue (EoD). This framework was applied to the dialogues taken from the two sessions. The DoE and EoD tools proved reliable, as inter-rater agreement was substantial. Moreover, the relation between children’s DoE and their EoD was positive where the topic posed for discussion presented a dilemma and students’ interaction proceeded under moderate teacher guidance. In contrast, it was negative when the discussion was conceptual, and the teacher was dominant. We conclude that (1) DoE/EoD is a suitable framework for studying children’s ethical learning and development in social interaction, and (2) ethical learning, in its epistemological and behavioral dimensions, can be boosted or inhibited in a context of dialogic education, depending on design principles.

“I just chill and keep quiet ya’ know”: understanding Black college students’ silence during in-class racial conversations at an AANAPISI/HSI

ABSTRACT Communication scholars have considered silence in (higher) education as indicative of a range of cultural attitudes and an exercise of power. Some communication scholars consider student silence in classrooms as problematic, wherein a lack of participation in the learning process via student voice constitutes an act of resisting educators and education. Others conceptualize it as a way to challenge oppression or as a part of students' cultural identity. This study examines 21 Black college students' impetus for communicating silence during in-class discussions at a large Asian American Native American Pacific Islander-serving institution (AANAPISI) and a Hispanic-serving institution (HSI) 4-year university on the U.S. West Coast. Given the anti-Black phenomena in recent years (e.g., police violence, anti-Black education laws, Black Lives Matter protests), this study investigates the reasoning behind Black students' reasons for communicating silence within in-class discussions of race/racial phenomena. This study found Black students communicate in-class silence for three overarching reasons: (1) silence due to feeling underrepresented, (2) silence to avoid (negative) peer attention, and (3) silence due to fear of instructor retaliation. Findings inform how instructors can better approach racial discussions by mitigating Black student racial labor, foster civility, and move toward improving cross-racial learning during in-class interactions.

ACADEMIC ADAPTATION OF DISPLACED CHILDREN: A CASE STUDY OF A MIXED-AGED CLASS IN GERMANY

The paper focuses on the initial experience of a mixed-aged group of newly arrived Ukrainian children and their new Ukrainian teacher at a school in Germany. To assess the efficiency of the first four months of the transition period and to outline the recommendations for the further steps in teaching the Ukrainian asylum seekers a mixed method study including qualitative and quantitative analysis was applied. Interviews with the acting Ukrainian teacher, her reflective analysis of the observations of her group of 26 Ukrainian children aged 11–16, indirect feedback collected from the local teachers involved in working with the learners, as well as the answers to two mixed anonymous questionnaires conducted on the twenty learners who consented to participate were used to collect data on the interim outcomes of the transition period. In-class interaction and communication with the teacher, along with the desire to socialize and make new interpersonal connections, were among the most significant factors in fostering positive experiences and engagement for children in school. Learners mentioned up to six subjects lacking in their German schools, with mathematics being the most frequently cited, some students desired additional language classes, including Ukrainian, English, and German. The organization of the initial four-month-long stage of the transition period has served the purpose of providing young asylum seekers with sufficient psychological support and an opportunity to get back to normal life. In the upcoming academic year, it is urgent to establish clear academic expectations, avoid treating children as overly special, and prioritize their integration into society.

Mobile-Assisted Flipped Learning Integrated with Metacognitive Skills in the Teaching of Speaking and Listening Skills

The integration of mobile technology within the framework of flipped learning provides a viable and efficient means of fostering learners' speaking and listening skills. Through the flipped classroom, learners are better prepared for in-class interactions, as they have already acquired foundational knowledge and exposure to authentic language use. Therefore, this study aims to find out the efficacy of mobile-assisted flipped learning integrated with metacognitive skills in the teaching of speaking and listening skills in Mandalika University of Education. This study is designed in experimental design which is non-equivalent control group design. In this design, participants are not randomly assigned to the intervention or control group, resulting in inherent differences between the groups that may influence the outcomes. The instruments employed the speaking, listening, and metacognitive tests. The collected data are analyzed in descriptive and inferential statistical analysis. Based on the data analysis, the conclusion of this study showed that the integration of mobile-assisted flipped learning had a positive impact on learners' speaking and listening proficiency. Learners actively engaged in preparing their learning activities, both during out-of-class and in-class sessions. The incorporation of mobile technology and the flipped learning approach empowered learners to take ownership of their learning, enabling them to access instructional materials outside the traditional classroom setting and actively participate in in-class interactions. These findings highlight the potential of mobile-assisted flipped learning as an effective pedagogical approach in enhancing learners' speaking and listening skills, while also promoting learner autonomy and engagement in the learning process.

Failing or Prevailing? Russian Educational Discourse in the Israeli Academic Classroom

Abstract This article seeks to explore the ways in which Russian–Soviet educational discourse survives in Israeli universities by bringing its underlying cultural messages to Israeli students. It focuses on the interpretation of educational discursive perceptions and practices of Russian-speaking professors who teach at Israeli universities. The study suggests considering the manifestation of the Russian–Soviet educational scenario through its enforcement in the Russian linguistic repertoire of meta-class talk, in which the professors report on the educational modes of in-class interaction. The analysis reveals that immigrant university teachers adopt communicative strategies imbued with key Russian–Soviet educational messages making them a cultural resource in the Israeli academic context. Concomitantly, however, the professors’ voices seem to be opposed to local Israeli cultural perception and practice. The study therefore seeks to uncover how enacted patterns of educational style reflect the cross-cultural condition of the academic context. It adopts the communicative–pragmatic perspective and focuses on key cultural educational scripts, rhetorical argumentation strategies, and the realization of speech acts in the university interaction.

Peer-feedback of an occluded genre in the Spanish language classroom: A case study

Learning how to write occluded genres is an elusive task (Swales, 1996) – even more so in the case of students writing in a second or additional language. To achieve discourse competence in the use of one of these genres, in this case the ‘statement of purpose’ typical of post-graduate programme admission forms, it is first necessary to fully understand its features at both the macrotextual and microlinguistic levels (Gillaerts, 2003; Bhatia, 2004). This qualitative study focuses on the writing of learners of Spanish as an additional language to analyse whether feedback provided by peers impacts the quality of the statements of purpose they write. Through a dual discourse analysis of their written work and in-class interactions during peer- feedback sessions, our study finds that, when properly trained and using tailored assessment tools, students can use peer-assessment profitably to improve the quality of their statements of purpose, as well as to acquire appropriate metalanguage to guide others. Our results thus reconfirm the beneficial effects of helping students to achieve feedback literacy.

Employing learning-oriented assessment to develop early childhood preservice teachers’ interaction skills

ABSTRACT This case study intended to investigate how early childhood preservice teachers' interaction skills were improved throughout teaching practice within the framework of learning-oriented assessment. The data of the study were collected from 17 preservice teachers in early childhood education. Observation notes and reflective journals were used as data collection tools. The vertical analysis procedure was used in the qualitative data analysis process. It was found that more child-centered practices, small group implementations, interaction during free play, and effective feedback and questioning were among the effective strategies used by the preservice teachers to support in-class interaction. In this study, the learning-oriented assessment was discussed by emphasizing its contributions to professional learning during teacher education.

Blended Teaching Research and Practice Combining Ideological Political Instruction and Data-Driven Method

In order to alleviate poor course learning effect caused by learning goal confusion and the lack of learning motivation in big data major courses instruction, this paper proposed a blended teaching solution combining ideological political education and data-driven method. Firstly, with the help of smart teaching platform, main instruction process, including pre-class, in-class, after-class and practice, has been restructured and condensed, and teaching materials on ideological and political education towards data science major has also been designed which can enrich in-class interaction and inspire learning interest, and firmly established the professional learning objectives. Secondly, the learning behavior data derived from logs of smart teaching platform is used for analyzing, feedback and early warning, which can help students track their learning status and knowledge mastery, and thus drive them to adjust their learning plans and cultivate active learning habits. Finally, our blended teaching program has been carried out in the course of Principles and Technology of Big Data with 4 teaching classes. The statistics from teaching practice and research show that our solution can greatly improve in-class participation, interest and initiative in learning. Moreover, profiting from learning behavior data analysis and feedback, learning progress can be more accurately mastered, which can supervise students to perform courses learning, and consequently are conducive to the improvement and optimization of the teaching process and significantly improve the quality of course learning.

TPACK-based HOTS in Teaching Writing for Promoting EFL Learning Quality on Higher Education: Applying “Program Merdeka Belajar – Kampus Merdeka and Kurikulum Paradikma Baru”

The purpose of the study is to describe the technology on TPACK-based HOTS applied by lecturers of a suburban university in teaching writing, and its challenge faced in-class interaction. Four English lecturers from Universitas Nahdlatul Ulama Blitar in Indonesia are the participants selected using the purposive sampling design. The process of data collection uses depth interviewing through the online system. Data are analyzed using a "holistic" viewpoint in case study. The results revealed that simple technology dominates the general interactions when teaching writing. Some lecturers may only have a basic understanding of utilizing technology to teach writing. Even they still favour using manual teaching. Because the internet network is poor, few students have technology equipment like laptops, and the interaction is tedious because students are unfamiliar with the technology. It is better that the government, schools, the community, and the primary critical holders for learning must work together in determining policies in the face of changes to use technology in all aspects of school interaction.

Being There, and Being Together: Avatar Appearance and Peer Interaction in VR Classrooms for Video-Based Learning

The development of technology and the recent Covid-19 has moved a substantial part of education into online environments, and video-based learning has become a common format of online learning. An alternative to enhance the co-learning experience in video-based online learning is to make use of immersive virtual reality (VR) technology. The current study focused on how to build a sense of being together in an immersive VR classroom for video-based learning, when individual learners can schedule and pace their learning on their own. Two alternative in-class interaction mechanisms for video-based learning were proposed (i.e., real-time interaction and timeline-anchored interaction). The impact of in-class interaction design was investigated, together with the impact of different styles of visual embodiment of learners (i.e., realistic and cartoon-styled), through a laboratory experiment involving 48 participants, and the influences on learners’ immersion in a VR classroom, identification with the avatars, perceived social presence of peer learners, and learning outcomes were analyzed. The results showed that enabling in-class interaction with peer learners in VR classrooms enhances immersion in the learning environment and their identification of peer avatars, as well as helping learners to develop a stronger co-presence and more intimate perception of peers. Whereas real-time interaction improves perceived social presence the most, the reduced learning outcome suggests that it may distract learners from the video. The timeline-anchored interaction, on the other hand, improves social presence at no cost of learning performance. Appearance style, however, has no significant influence on learning experiences and outcomes.

Delivery of a bespoke parasitology subject in an alternative online realm: lessons and lasting innovations

In the second semester of 2020, despite the need to pivot to online learning in response to the COVID-19 pandemic, our academic teaching team commenced the delivery of a brand-new, bespoke parasitology subject to third year Bachelor of Biomedicine and Bachelor of Science students at The University of Melbourne. This purposefully designed subject, ‘Medical Microbiology: Parasitology’, was developed in collaboration with internationally renowned parasitologists and global health researchers to take a broad, multi-disciplinary approach to student learning and introduced students to the exciting, complex and diverse world of medically important parasites, including key examples of protists, helminths and arthropods. We also attempted to enhance the student experience during the online delivery of lectures, practical classes and active learning sessions by implementing synchronous and asynchronous approaches to increase engagement. This included weekly newsletters, in-class interactions by Zoom chat and polling platforms, moderated discussion boards, online drop-in sessions, authentic learning workshops and formative feedback quizzes. Although some engagement methods were not as successful as we had hoped, others proved to be instrumental in increasing supportive learning, as indicated by student attendance at online sessions, and the general sentiments observed from various student feedback mechanisms. Consequently, these strategies will continue to be incorporated as we shape the subsequent iterations of this, and other subjects, in a post-COVID world.

E-Portfolios for self-regulated and co-regulated learning: A review.

The reflective component of e-Portfolios is said to help students improve second or foreign language writing in terms of motivation and academic results. Despite this positive advocacy, scholars remain unclear about how e-Portfolios can develop students' self-regulatory abilities in writing classrooms, especially when students engage in complex e-Portfolio construction processes with peers, parents, teachers, their community, digital tools, and online resources. Recently, researchers have argued that not only do e-Portfolios promote self-regulated learning, but they also support co-regulation of learning wherein the latter is socially mediated by curriculum design, instructional materials, and in-class interaction patterns. Indeed, students' inner development of self-regulatory capacity is closely influenced by external forces, which deserve more scholarly investigation. The review fills this gap by emphasizing that besides self-regulated learning, e-Portfolios can support students' co-regulation of learning by way of their connectivity, visibility, and circulation. This review has four sections. The first section defines key concepts, namely e-Portfolios, self-regulated, co-regulated, and socially shared-regulated learning, and introduces how e-Portfolios foster self-regulation of learning in second language writing. The second section unpacks two conceptual models that underpin self-regulated and co-regulated learning relating to e-Portfolios. The third section presents a brief review, showcasing how e-Portfolios featuring self-regulation of learning can also support co-regulation of learning. The final section recommends strategies that facilitate self-regulation and co-regulation of learning in e-Portfolios reciprocally, and discusses implications for pedagogy and research.

The Implication of Conversational Implicature Used by Teachers in Offline Classroom Interaction

The purpose of this study was to determine the variation or types of Conversational Implicatures used by teacher interactions in the classroom. This study uses qualitative or descriptive methods and uses them according to the theory of Yule. Data were taken from junior high schools and several teachers as research subjects. The data were analyzed by recording and transcribing and also the data was collected using selection, description, and verification techniques. The author categorizes several dialogues spoken by the teacher which show the types of conversational implicatures in-class interaction. The results showed that there are variation or types of conversational implications in classroom interactions that are used by teachers, including (1) specific implicatures, (2) general implicatures, and (3) scaled implicatures. conversational implications identified by the teacher using specific conversational implicatures of the dominant type.

Development and use of a Playful Learning Observation Tool (PLOT) for Active Game-based Learning in Physical Classroom Situations

This study presents the development and implementation of a qualitative observation tool for in-class observation of courses employing game-based learning (GBL), and playful learning situations. The design of the observation model exploits a literature review of classroom observation models, of cognitive psychology motivation scales, and of GBL evaluation models. It integrates relevant elements from these domains to offer an observation model for GBL implementation. In this model, in-class observations are coded and analysed for GBL effectiveness and potential to support intrinsic motivation in students. The model was then used in two courses using different forms of GBL (one digital cooperative multiplayer game, one analog board game). Observations were coded using NVivo and distributed according to type of motivation and type of motivated learning tasks. Due to Covid19 restrictions and the difficulties of finding in-person classes, only two courses were examined using the model. The model appeared efficient in both observational situations, and the coding confirmed previous studies to the potential of GBL to sustain students’ intrinsic motivation. The observations also showed that preparedness of students to the specific contents of the game reduced risk of amotivation and disengagement in students. The study allows us to reflect on best practices for GBL implementation and evaluation and how better understanding of in-class interactions during playful learning could enable educators and teachers to make better informed choices to implementing GBL. While there are many templates for classroom observation and GBL evaluation, there is a lack of dedicated observation models, that offer clear guidelines for qualitative data gathering in live, in-person classroom situations. This study aims at providing a specific tool to that purpose.

What I now know: a Black male educator’s story on success

ABSTRACT Black males leave the teaching profession higher than any other demographic. Additionally, there is a paucity of literature detailing what it will take for schools to retain and develop Black teachers according to Afrocentric epistemologies. Using Teacher Life Stories and Psychology of Black Success to ground the research, I explore my journey to success as a former elementary music teacher in an urban school educating high populations of Black and Brown students labeled incompetent. Findings from a 9-month autoethnographic study support the creation of a new critical autoethnographic (m)ode of research to story and analyze teachers’ positioned perspectives, (re)frame research and practice by attending to what is critical to researcher and participants through analysis of in-class interactions, and agentively (re)position lived experiences within broader historical and political contexts. If successful, critical autoethnographic (m)odes will foster much-needed wellbeing paths for writing and righting successful careers of teachers of color in education.

Exploring the Online EFL Classroom Ecology of Middle Schools During the COVID-19 Lockdown

The outbreak of COVID-19 has induced an abrupt shift from face-to-face instruction to online delivery mode for academic continuity. This research aims to explore the ecology of the pandemic-induced online English as foreign language (EFL) classrooms in Chinese middle schools and perceptions held by the English teachers, students, and parents. By analyzing data collected from 10, 576 questionnaires and eleven interviews, this study revealed how these participants played their respective parts in online EFL classroom ecology. Also, it was found that teachers’ evaluations of students’ learning performance (learning engagement and outcomes) and teacher-student interactions (in-class interaction, after-class interaction, and teachers’ feedback about homework) and their overall satisfaction of the online EFL classrooms were lower than that of the other two groups. In addition, major concerns of the participants about online EFL teaching and learning were identified, such as students’ vision damage and inadequate self-discipline, lack of face-to-face communication, and unstable Internet connection. Through presenting and discussing the research findings, this study is expected to provide implications and insights for foreign language educators, learners, and parents worldwide in adapting to online classrooms during public crises.

Evaluation of a Customised Online Learning Environment – A Student Perspective

The present study aimed to examine how students evaluate the online learning environment after eight months of its use. The scope and functionalities of the online platform had been recommended by its future users in the process of the platform design and construction. Once the platform was implemented, it constituted the main instructional means in the pandemic period and is being considered to be further used in post-COVID, hybrid model of education. The students who participated in the study encompassed all the undergraduate and postgraduate students of a medium sized tertiary institution. The data was collected with the help of an online survey tool. The online surveys were distributed to all the students after eight months of the distance instruction and made available for the period of four months. The author wished to examine and assess the outcomes concerning the students’ perception of the platform in three areas, namely teaching remote classes, conducting student evaluation and reporting their activity. The study revealed positive opinions relating to being given an opportunity to continue studies during the pandemic, the accessibility of online resources and the functionalities the platform offers. Less approving views were expressed in relation to the online communication tools, the methods of teaching and assessment as well as the opportunity to improve IT competence. A possible direction which the contemporary education might take is hyflexing of teaching and learning (Hybrid-Flexible or Hyflex model) which combines the traditional in-class interaction, online synchronous sessions and asynchronous content delivery.

How EFL Teachers Engage Students: A Multimodal Analysis of Pedagogic Discourse During Classroom Lead-Ins.

Classroom lead-in is the initial stage for motivating students to become engaged in-class interaction. However, little research, to our knowledge, has analyzed the role of teachers’ multimodal competence reflected through their multimodal pedagogic discourse in the realization of the ultimate goals of classroom lead-ins. Based on the data collected from a teaching contest in China, this paper explores how two-winner teachers utilize their multimodal ensembles of communicative modes to engage students during classroom lead-ins. The analysis shows that different communicative modes construct the higher-level action of lead-in, and they are orchestrated into multimodal ensembles for the specific function of each lead-in move. The findings indicate that EFL teachers’ high multimodal competence plays a decisive role in performing classroom lead-ins, and different lead-ins strategies influence the different orchestration of communicative modes. In constructing multimodal pedagogic discourse, teachers build up their professional image and display their personal charm as well. Future research for multimodal discourse analysis and pedagogic research is suggested in the paper.

“Bloometizing” the EFL Literature Classroom through a Dialogic Model: A Barometer for Academic Change

On the 21st century scent of educational development, ‘dialogism’ hogs the limelight of leading ‎‎academics, mapping ergo a stiff stronghold for active learning pedagogies. ‎Regarding the field of literature more sensibly considered in English as Foreign Language (EFL) ‎‎context, the plea for embracing interactive talks reverberates discernably in the air, yet, engaging ‎‎practices are still an overlooked real-world praxis. Given this reality, the current paper ‎endeavours ‎to endorse the implementation of a new dialogic model that extrapolates its foundation-‎stone ‎techniques from both of Bakhtin’s (1983) discursive dialogues and Socratic argumentations. The ‎pertinent ‎problematics in this study is to investigate the effect of this model on enhancing ‎learners’ higher-order critical thinking skills (HOTSs). To fulfil this target, the researcher has ‎embarked on an ‎Experimental Study based on a pre/post-testing, carried on painstakingly with ‎second-year EFL students ‎at Oran2 University, Algeria. Substantially, after appraising the ‎treatment results through SPSS, the ‎study reveals that adopting such a dialogic model is a robust ‎sinew for “Bloometizing” EFL ‎literature classroom, namely by stimulating and revitalizing the ‎learners’ cognitive reasoning potentials at ‎a very high complexity. Besides, in-class interactions ‎help the students build empathy with ‎literary texts and strengthen their analytical strategies. ‎From this vantage point, the paper, finally, hopes that teachers adopt this dialogic model as a ‎fitting instructional capstone to bringing literature ‎back to life before the learners’ eyes and to add ‎the ‘wow’ factor inside literature classrooms.‎