Teaching-learning Relationship Research Articles

Sağlık Akademisyenlerinin Eğitim İnançları ile Öğrenen Özerkliğini Destekleme Davranışları Arasındaki İlişkinin İncelenmesi

In this study, it was aimed to examine the relationship between the educational beliefs of health academics and their behaviors to support learner autonomy. Relational screening model was used. The study was completed with 186 health academics in the 2021-2022 Academic Year. Data; The data were collected with the 'personal information form' created by the researcher, 'Educational Beliefs Scale (EDS)' and 'Learning Autonomy Support Scale (SSS)'. Descriptive analysis, t-test, ANOVA and correlation analyzes were used in the evaluation. According to the research results, the highest philosophy adopted by academics is existentialism. Essentialism education approach is adopted more by male academicians. With the increase in the titles of academicians, the traditional understanding of education emerges. It has been determined that the rate of providing the opportunity for autonomy to the students of health academics is high, but the rate of support for decision making is low. In addition, a high level, negative significant relationship was found between the education belief of academicians and the total scores of the autonomy support scale. In this direction, it is recommended to create academic awareness trainings and learning environments that support learner autonomy to increase the two-way teacher-learner relationship in university life.

Commentary: From the learner's perspective: a review of the teaching–learning relationship using audio and video feedback

Commentary: From the learner's perspective: a review of the teaching–learning relationship using audio and video feedback

Pedagogical competencies of teachers applied to teaching learners with hearing difficulties

Teachers need to possess appropriate pedagogical competencies to be successful in addressing the special needs of students in the classroom so as to ensure their accomplishment in education. This study investigated teachers’ pedagogical competencies applied to teaching learners with hearing difficulties in the Sekyere South District of Ghana. This study adopted the constructivist paradigm using the qualitative approach. The case study design was employed. In this case study, 16 teachers were purposively sampled, and data were collected from them using a self-constructed interview guide. The instrument was pre-tested to provide experiences and opportunities to engage in critical reflection with regards to the interview schedule. The pre-test also gave a fair idea of the responses to be obtained from the field. All the participants were individually interviewed and their responses were analysed using themes that were generated from the data. Results of the study revealed that although teachers used cooperation, elaboration and motivational strategies to teach learners with hearing difficulties, they did not use other equally good strategies such as storytelling, think-pair-share and demonstration. Additionally, the teachers indicated that they required differentiated and constructivist pedagogies in order to teach learners with hearing difficulties effectively in mainstream schools. Authorities in Universities and Colleges of Education should run programs to educate teachers to be competent in differentiated and constructivist pedagogies to enable effective teaching and learning. Finally, teachers should continuously ensure that there is proper seating arrangement and positive teacher-learner relationship in the classroom to promote a good classroom environment.

Something Lost and Something Gained: Navigating the Bedside Teaching Role as a Hospice and Palliative Medicine Educator.

Hospice and palliative medicine (HPM) educators must often give up the satisfaction of working one-on-one with patients, to allow learners the opportunity to practice key communication skills and form their own therapeutic bonds with patients. Though the loss of that primary relationship with patients may feel challenging, educators may find new opportunity for professional impact and satisfaction by investing in their relationship with learners. This case discussion explores the challenges of bedside teaching in HPM, including the educator's looser connection with patients, need to withhold their own communication skills, and decision of when to interject into a trainee-patient conversation. We then propose strategies to help educators find renewed professional fulfillment in the teacher-learner relationship. By partnering intentionally with learners before, during, and after shared visits, inviting informal reflection between encounters, and preserving independent clinical time, we believe educators may cultivate a more sustainable and meaningful clinical teaching practice.

LANGUAGE-BASED VIOLENCE AND TEACHER-STUDENTS CONFLICTS IN EFL CLASSES: A SOCIOLINGUISTIC APPRAISAL

The present paper investigates linguistic violence and teacher-student conflicts in EFL classes. School violence has become a national concern in Cameroon and has recently led to tragedies. Aim: It is the main motivation of this paper. It sets out to analyse selected teacher-student class exchanges with the view to describing the speech acts performed by both class interactants, identifying the insults used as well as their pedagogic impact. The study revealed that teacher-student conflicts stem from the abusive use of language by both EFL class actors since they often flout politeness tenets in situations of conflict. The conclusion drawn is that: face-threatening acts performed during EFL class exchanges cause conflicts and destroy the teacher-learner relationship. In addition, verbal abuse has the potential to demotivate learners and reduce class participation. It is then a threat to education.

Inclusive Education: the fullness of creating new possibilities, an art for those who learn and a challenge for those who teach

This article addresses inclusive education from a practical and everyday perspective, in the contemporary world of globalization, with the ease of obtaining any and all information, the school is no longer the main agent of Education. The objective of this study is to make a brief reflection on the importance of including students with special educational needs in school as subjects who have social rights and duties, and to characterize some of the deficiencies that are common in the school context and how teachers can think about inclusion of these students inside the regular classroom without prejudice, without a critical look, but a constructive look. The methodological path is based on a literature review considering renowned authors on the subject and the laws that ensure the right to inclusive education in regular schools. The inclusion process can be a true teaching-learning relationship, a circular and non-linear relationship, in which each individual is sometimes the so-called learner, sometimes the so-called teacher. It is believed that the work of the pedagogue can guarantee the reception and development of students who need an inclusive education.

Pouvez-vous dessiner la syntaxe anglaise ? Faire dessiner les enseignants-stagiaires pour qu’ils comprennent et expliquent

This article enquires into sketch-noting as an activity designed to create and use visual metalinguistic devices to understand and teach English as a foreign language (EFL) in secondary school. It presents an experiment implemented in a class of language trainee teachers through which learning processes (Fernandes, M. A., Wammes, J. D., & Meade, M. E., 2018) already identified in relation to sketch-noting are exploited in a teaching-learning relationship, in order to explore the possibilities offered by sketch-noting and drawing to work out one’s own metalinguistic device to learn and teach English as a Foreign Language (EFL). The analysis highlights the numerous assets of resorting to sketch-noting in EFL class, through the example of English syntax. It allows learners to take their time to reflect on an issue, relying on a medium that keeps track of the evolution of their reflection, within a system from which they do not feel estranged. Their visual productions may be used as assessments to implement remediation as well as metalinguistic devices to enhance learning processes. It is thus shown that these designs give access to personal mental spaces.

Perceptions of Academic Resilience by Senior Phase Learners and Teachers from Low Socioeconomic Schools

This article reports on the perceptions of academic resilience of Grade 8 and Grade 9 learners and their teachers in low socioeconomic township schools. Learners from township schools experience many risk factors that can impede their academic success and careers. A lack of resources is one of the risk factors experienced by the learners. During COVID-19, where an online or hybrid learning model was relied on for teaching and learning, most township schools relied on the rotational learning model instead. The study’s main aim is to evaluate and understand the learners’ perceptions of their academic strengths, future aspirations and motivation, and to compare their perceptions with those that emerged from their teachers’ blind evaluations. The participants were teachers (n = 8) and learners (n = 12) from two purposively sampled township secondary schools. Data-generation instruments included semi-structured interviews for learners and a self-constructed Likert-type-scale questionnaire for teachers. Content analysis was used to analyse the data. The findings suggest that risk factors to academic resilience exist within the family and the school environment. Lack of parental support and school security, poor teacher-learner relationship and unemployment were frequently mentioned. However, factors that can enhance academic resilience were also identified within the family, school and community. Risks and protective factors affecting learners’ immediate threats and needs were identified. Access to technology and the need for technological advances were not identified as resources or risks. Future research should examine the relationship between resilience, academic resilience, career aspirations and the role of technology in education.

Comparative education and comparative classroom observation systems

ABSTRACT Comparative education scholars are often sceptical of teaching effectiveness research that compares ‘teaching quality’ using systematic classroom observation systems across nations. This article investigates how three international observation systems designed for comparative use, and studies that apply them, attend to three concerns intrinsic to the field of academic comparative education—conceptualisations of teaching quality, attention to context, and implications of results. The analysis indicates similar conceptualisations of teaching quality yet divergent assumptions about the teaching-learning relationship across systems, and little focus on the comparability-validity trade-offs. The studies had limited attention to levels of context (classroom, school, and national), and context is seldom used to interpret the results of teaching quality. The implications of all of the studies for research, policy, and practice, especially for policy, are vague. The article concludes with a discussion of how classroom observation research can build on both teaching effectiveness and comparative education perspectives.

FARMER, LEARNING AND TEACHING: A CLUSTER ANALYSIS OF TECHNOLOGY ADOPTERS IN AVOCADO FARMING IN COLOMBIA

<p><strong>Background</strong>. The current challenges of agrifood chains make it necessary for them to be efficient from the point of view of production. This demands greater attention to the farmer's technological adoption process and to some aspects that may affect it. <strong>Objective.</strong> In<strong> </strong>this study a multivariate cluster analysis method was used, with the aim of identifying the influence of a farmer’s profile and their teaching–learning environment on the adoption of technology in avocado farming. <strong>Methodology</strong>. The investigation was conducted with 94 farmers in two rural municipalities, located in the same rural region. The questionnaire that was used included profile variables, learning styles, farmer learning preferences, and extension agent teaching methods. <strong>Results. </strong>Three clusters of adopters were formed and the technology adoption index was analyzed in seven categories, including 37 technologies and technological practices. The case study showed that the high adoption cluster included profiles of older farmers with experience and membership to producer organizations; this cluster was also the only group comprising a combination of farmers’ learning styles and preferences. However, the disconnection between an extension agent's teaching methods and the farmers’ learning is evident in all clusters. <strong>Implications</strong>. Our results provide important evidence regarding the importance of linking the profile, style, and learning preference in contextualized teaching methods, allowing for better development of farmers’ capacities for the adoption of technologies and practices. <strong>Conclusions</strong>. The analysis of clusters of adopters allowed farmers to be classified into high, medium and low rates of adoption of technology and technological practices. Each cluster presented certain differences in terms of learning styles and preferences, as well as a disconnection in the teaching-learning relationship.</p>

McLuhan의 매체 이론이 메타버스 교육에 주는 함의

This paper examines the metaverse and metaverse education from the perspective of McLuhans‘ media Theory. This paper consists of three parts: “McLuhan’s media theory and education”, “metaverse and education”, and “metaverse education in the light of McLuhan‘s future education”. As a result of the study, it was found that the paradigm shifting characteristics of the metaverse, that is, “participation”, “holistic character”, “diversity”, and “scalability”, showed a direction similar to McLuhan's future education paradigm. In addition, the paradigm of future education predicted by McLuhan in metaverse education, that is, “place of education”, “purpose of education”, “teaching-learning relationship”, “characteristic of education”, “image of teachers and students” showed almost the same structure as that of McLuhan. Finally, it was discovered that the metaverse is a new medium that can overcome the education of the print media era and bring about a paradigm shift. In conclusion, this paper emphasized that our perspective on metaverse education should be changed from ‘How to use the Metaverse platform for the education’ to ‘How to create the Metaverse platform itself educationally’.

Teaching, coaching, or debriefing With Good Judgment: a roadmap for implementing “With Good Judgment” across the SimZones

Simulation-based learning occurs in multiple contexts, and one teaching style cannot adequately cover the needs at each learning level. For example, reflective debriefing, often used following a complex simulation case, is not what is needed when learning new skills. When to use which facilitation style is a question that educators often overlook or struggle to determine. SimZones is a framework used to clarify the multiple contexts in simulation. This framework, combined with elements of Debriefing With Good Judgment, can help educators match the appropriate facilitation style with learner needs and learning context. We have distilled the core elements of the “with good judgment” approach to debriefing and applied them to the SimZones framework to guide educators with (1) what type of learning can be expected with each learning context, (2) what behaviors and activities can be expected of the learners in each learning context, (3) what instructional strategies are most effectively used at each stage, and (4) what are the implications for the teacher-learner relationship.

Contributions of Cognitive Neuroscience on Mathematical Learning as a Tool for Elementary School Teachers

The relationship between cognitive neuroscience and the area of education has been extensively studied in recent years. With technology, also comes the opportunity to know more about the brain and thus, how it reacts in the learning process. Mathematics is an area in which many students have great difficulty, so the present work seeks to present contributions that cognitive neuroscience brings to assist the teacher in the teaching-learning process, recognizing that studies involving these areas are increasing. Through a literature review, this article focuses on the teacher of elementary school, understanding that this educator is responsible for the knowledge base that will accompany the student during his school and academic life. Many educators are unaware of how the brain works and learns, they do not know the tools that can help them in their daily school life so that they can achieve a successful teaching-learning relationship. The main objective is to bring studies about the relationship between cognitive neuroscience, learning, and mathematics, considering that being aware of these studies leads to tools that can be used in the classroom. The results showed the importance of relating aspects of cognitive neuroscience with proposals for didactic innovation related to mathematical learning, to allow a new scenario that fosters new cognitive skills, especially in the Mathematics discipline.

Decreasing land use and increasing information infrastructure: Big data analytics driven integrated online learning framework in rural education

Nowadays, Big Data Analytics (BDA) attracted considerable interest due to its tremendous social and scientific value. The use of traditional rural education land is being replaced by the emerging network classroom. With the fast-growing data and information numbers at present, the IT world’s educational system are changing rapidly. The performance of rural school students is less satisfactory, and many rural schools have disadvantageous of having distanced from a nearby university. The schools in the countryside are located in the remote land. Rural schools are smaller and costlier to operate and likely to have a teacher shortage. These problems are all expected to be solved by the application of big data. In this paper, Big Data Analytics driven Integrated Online Learning Framework (BDAIOLF) has been proposed for rural education. The study showed that the conditions, social impact, performance, and effort expectations facilitating behavioral intentions have been essential determinants for the use of ICT for educational purposes. Data have been collected through a literature study, interviews between individuals and focus groups. Key findings indicated that rural school success is influenced by a number of factors relating to the core values of education, the teacher-learner relationship, the proficiency of English, and parental participation in teaching and learning. In rural schools, however, teaching and learning are influenced by factors such as topics, the work environment, genetic characteristics, and environmental conditions. The construction of information infrastructure is an important reason for the reduction of rural education land.

Engaging All Stakeholders to Create a Trusted, Data-Driven, Process Improvement Approach to Addressing Learner Mistreatment

Problem: Learner mistreatment has remained an ongoing challenge in academic medicine despite accreditation requirements mandating that every program has systems in place to prevent and respond to mistreatment. While efforts vary across institutions, much remains unanswered in the literature about best practices. Additionally, for the foreseeable future, challenges in the learning environment will likely continue and potentially worsen, given the confluence of multiple external stressors including the COVID-19 pandemic, faculty burnout and general political divisiveness in the nation. It is essential, therefore, to focus on indicators of improvement via process metrics such as knowledge and awareness of mistreatment policies and procedures, willingness to report, reasons for not reporting, and satisfaction with having made a report, while simultaneously focusing on the more complex challenge of eliminating mistreatment occurrences. Intervention: We describe the aspects of our mistreatment prevention and response system first implemented in 2017 along with process and outcome measures. The interventions included expanding our policy outlining appropriate conduct in the teacher-learner relationship; a graduated response protocol to allegations of mistreatment with a clear escalation approach; an online reporting system; a graduate medical education exit survey which mirrors the AAMC Graduation Questionnaire on mistreatment; a robust communication and professional development campaign; a comprehensive data dashboard; and a comprehensive summary report dissemination plan. Context: The interventions were implemented at the largest allopathic medical school in the U.S., with nine campuses across the state. The system is available to all learners, including medical students, graduate students, residents, and fellows. Impact: Both institutional and national data sources have informed the continuous improvement strategies. Data from internal reporting systems, institutional surveys, and national data are presented from 2017 to 2021. Findings include an increasing number of incidents reported each year, including confidential reports from students who include their contact information rather than report anonymously, which we view as an indicator of learner trust in the system. Our data also show consistent improvements in learners’ awareness of the policy and procedures and satisfaction with having made a report. We also include other data such as the nature of complaints submitted and timeliness of our institutional response. Lessons Learned: We present several lessons learned that may guide other institutions looking to similarly improve their mistreatment systems, such as a close partnership between faculty affairs, diversity affairs, and educational affairs leadership; communication, professional development, and training through multiple venues and with all stakeholders; easily accessible reporting with anonymous and confidential options and the ability to report on behalf of others; policy development guidance; data transparency and dissemination; and trust-building activities and ongoing feedback from learners.

What motivates the post-graduate medical trainee in seeking feedback?

Background This study focuses on the post-graduate trainee during implementation of competency-based medical education (CBME). Based on social and organisational psychology theoretical models, using a goal-orientation theory framework, this study aims to explore how goal-orientation affects postgraduate medical trainees' feedback-seeking behaviour and preferences. Methods This sequential mixed methods study employs quantitative "profiling" of post-graduate trainees into categories based on a goal-orientation questionnaire, and then explores whether learner "profile" affects feedback-seeking behaviours through goal-orientation specific, semi-structured group interviews. Results 213 of 974 questionnaires were completed which identified 90 respondents having a preferred goal orientation; either Learn, Performance-Avoid (Avoid), or Performance-Prove (Prove). 4 Learn, 3 Avoid, and 3 Prove participants were interviewed. Responses were from a representative sample of post-graduate medical trainees. Five themes were identified: dominance of summative assessment or "judgement", dependent learning, self-direction, goal-setting, and relationship or "trust". Discussion Findings suggest that those who have a learning goal-orientation seem more likely to use goal-setting and self-directed learning strategies than those in either of the performance goal-orientation groups. Avoid and Prove learners were more likely to view feedback as judgements and be dependent learners. A conceptual framework was developed and highlights that regardless of goal-orientation, the teacher-learner relationship was paramount to feedback receptivity. In particular, trust in the dyad enables the learners to expose weaknesses leading to more effective feedback. These findings can help optimize CBME feedback and assessment tools and may also have implications for resident workshops on self-assessment, goal-setting, and on the creation of faculty development workshops on giving feedback. This study focuses on the post-graduate trainee during implementation of competency-based medical education (CBME). Based on social and organisational psychology theoretical models, using a goal-orientation theory framework, this study aims to explore how goal-orientation affects postgraduate medical trainees' feedback-seeking behaviour and preferences. This sequential mixed methods study employs quantitative "profiling" of post-graduate trainees into categories based on a goal-orientation questionnaire, and then explores whether learner "profile" affects feedback-seeking behaviours through goal-orientation specific, semi-structured group interviews. 213 of 974 questionnaires were completed which identified 90 respondents having a preferred goal orientation; either Learn, Performance-Avoid (Avoid), or Performance-Prove (Prove). 4 Learn, 3 Avoid, and 3 Prove participants were interviewed. Responses were from a representative sample of post-graduate medical trainees. Five themes were identified: dominance of summative assessment or "judgement", dependent learning, self-direction, goal-setting, and relationship or "trust". Findings suggest that those who have a learning goal-orientation seem more likely to use goal-setting and self-directed learning strategies than those in either of the performance goal-orientation groups. Avoid and Prove learners were more likely to view feedback as judgements and be dependent learners. A conceptual framework was developed and highlights that regardless of goal-orientation, the teacher-learner relationship was paramount to feedback receptivity. In particular, trust in the dyad enables the learners to expose weaknesses leading to more effective feedback. These findings can help optimize CBME feedback and assessment tools and may also have implications for resident workshops on self-assessment, goal-setting, and on the creation of faculty development workshops on giving feedback.

Educational poverty, digital and cultural divide: Some reflections from a case study

Abstract The pandemic has highlighted and accentuated some potential risks and critical issues already present in several educational contexts: the widening of educational poverty, the increase in the digital and cultural divide and the expansion of learning loss and of the implicit and explicit early school leaving. In this regard, the case study developed in a period just prior to the pandemic, on the one hand, has highlighted some critical issues of the teaching–learning relationship, while, on the other hand, it has deepened the strengths concerning the teaching–learning relationship in order to improve learning to learn and learning to teach for students and teachers in contemporary complexity. The results show that facing the current complexity means understanding the cultural aspects that guide today’s ways of learning and teaching based on technologies. The relevance of these aspects concerning meanings and practices of teaching and learning is understandable, taking into account the rapid and profound changes in the current world in which we live. In summary, the results of this educational research on the analysed teaching and learning practices can be useful both to treasure today’s lessons learned and to copy the unexpected changes that each crisis proposes like the current one.

The Synergy Mechanism of Online-Offline Mixed Teaching Based on Teacher-Student Relationship

The teacher-student relationship on online education platforms is quite complex. The learning habits of different-type students and the non-contact interaction on the online education platforms make it difficult for online and offline teaching to form a synergetic relationship spontaneously, thus researching the method to construct a synergetic teaching-learning relationship between teachers and students in the context of online-offline mixed teaching is of high value. However, currently few scholars have viewed the problem of synergy mechanism of online-offline mixed teaching from a macro perspective, so in order to fill in this research gap, this paper aims to study the synergy mechanism of online-offline mixed teaching by analyzing the key factors in teacher-student relationship, including the students’ background information, personality characteristics, learning preferences, learning behavior habits, types and features of the teacher-student relationship, and the interaction fitness of teachers and students, etc. In the paper, the teacher-student relationship was classified by the normal distribution division method, the calculation process of the interaction fitness degree of teachers and students was given, and a model was constructed for evaluating the synergy degree of online-offline mixed teaching. The experimental results gave a statistic of each evaluation dimension of teacher-student relationship, which had verified the effectiveness of the constructed model.

The Use of Virtual and Computational Technologies in the Psychomotor and Cognitive Development of Children with Down Syndrome: A Systematic Literature Review.

Individuals with Down syndrome (DS) have numerous comorbidities due to trisomy 21. However, virtual reality-based therapy (VRT) has been used nowadays as a learning and visual motor tool in order to facilitate the development and learning process of this group. The aim of this article was to carry out an integrative review of the literature on the use of virtual and computational technologies in the stimulation of children with DS. A search was carried out according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) through single key words or their combinations using AND or OR operators: “Down syndrome” AND (“development” OR “cognition” OR “visomotor” OR “digital game” OR “virtual reality”). Eventually, 18 articles were included in our review. The games used in the research were able to stimulate, through the visual field, global motor skills, balance, body scheme and spatial organization, in addition to the learning of mathematical concepts, in order to directly influence the autonomous life activities, language skills, social skills and educational aspects of people with DS. Electronic games contribute to the teaching-learning relationship and stimulate neuropsychomotor and cognitive functions and development in children with DS.

Grade 9 Learner Perceptions on Teacher-learner Relationship Influencing their Mathematics Performance in Tshwane

The study that directed this article explored the perceptions of Grade 9 learners on teacher-learner relationship as a factor influencing their mathematics performance in Tshwane municipality public secondary schools, South Africa. The study applied a quantitative research approach, following a descriptive survey design. The sample comprised 400 learners (280 females and 120 males). A self-designed questionnaire was employed for data collection, and the data were further analysed using the 24.0 version of the Statistical Package for the Social Sciences (SPSS). One hypothesis was tested and it was accepted. The study revealed that the perceptions of Grade 9 learners on teacher-learner relationship was a major factor influencing their performance in mathematics.