Teacher-student Communication Research Articles

Boundary-blurred behaviors in academic teachers-students facebook interaction: are guidelines needed? A cross-sectional study

BackgroundCommunication via social networks has different norms than in the “offline” world and broadens the sphere of student-teacher interactions. Facebook is mainly used for social interaction and information sharing. However, it also serves as an education and learning platform. This risks boundary-blurred behaviors between students and their academic teachers in the virtual space. The current study examines the differences in perceived subjective norms, attitudes, and reported behaviors of academic teachers and nursing students’ boundary-blurred behaviors with each other on Facebook.MethodsA cross-sectional study was utilized, guided by the Theory of Reasoned Action (TRA), examining attitudes, subjective norms, and reported virtual behaviors that signify blurred student-teacher boundaries. Data were collected among 223 nursing students and 78 academic teachers. The university’s ethics committee approved the research (#21.9.19).ResultsConsistent with the TRA, a significant correlation was found between virtual boundary-blurred behaviors and attitudes (r = .55, P < .001), university subjective norms (r = .48, p < .001), and peers’ subjective norms (r = .47, p < .001). Nursing students’ attitudes were significantly (t = 5.81; p < .001) more favorable towards boundary-blurred behaviors (M = 2.40, SD = 0.91) than those of academic-teachers (M = 1.71, SD = 0.83), and so were the perceived subjective norms of their student peers (M = 2.72, SD = 1.15) compared to those of their teachers (M = 2.09, SD = 1.14). Interestingly, the difference in reports of boundary-blurred Facebook behaviors between teachers (M = 1.36, SD = 0.52) and students (M = 1.49, SD = 0.70) was not significant. Boundary-blurred behaviors for teachers were best predicted by attitudes and perceived subjective norms of the university [R2 = 0.62; F(5,72) = 23.31], and for students by attitudes and perceived subjective norms of their peers [R2 = 0.45; F)5,216) = 28.88].ConclusionsThe differences demonstrated between students and teachers may emanate from the perception of the teacher’s role and generational gaps. These may lead to miscommunication and the crossing of boundaries. The findings indicate the importance of setting more explicit guidelines for using social media in the context of student-teacher communication.

International Promotion Strategies and Students' Desire to Participate in Martial Arts Program in a Selected University in Beijing, China

Martial arts programs have long been celebrated for their holistic approach to physical, mental, and social development. In the context of modern education, universities worldwide have recognized the significance of incorporating martial arts into their offerings as a means to promote student well-being and holistic growth. As such, understanding the factors that influence students' desire to participate in martial arts programs has become increasingly vital for universities seeking to enhance student engagement and satisfaction. Research in various contexts has shed light on the diverse nature of students' motivations and the factors that contribute to their engagement in martial arts training. Studies such as those by Choi et al. (2021), Gutiérrez-García et al. (2018), and Kudláček et al. (2019) have explored the physical, social, psychological, and physiological effects of martial arts participation among diverse populations. These studies highlight the importance of considering a wide range of factors, including physical fitness improvements, social interactions, psychological outcomes, and individual preferences, when designing martial arts programs tailored to students' needs. The integration of social media platforms into martial arts education and promotion has revolutionized the way practitioners engage with the sport. Research suggests that social media plays a pivotal role in facilitating martial arts learning through various means such as video sharing, exchange of teaching materials, and interactive teacher-student communication (Xie et al., 2022). Furthermore, to propel the entry of Chinese martial arts events into the Olympic Games, scholars advocate for leveraging social media platforms to promote events and organize competitions, thus enhancing global visibility and participation (Xie et al., 2022). Indeed, community involvement is paramount in promoting martial arts, as evidenced by studies indicating the influence of social media marketing activities, user experience, and sport attachment on participation intentions (Xie et al., 2022). By harnessing the power of social media, martial arts organizations can expand their reach, attract new participants, and foster a sense of community among practitioners (Xie et al., 2022). Scholars emphasize the intrinsic connection between Chinese martial arts and broader cultural and philosophical concepts, advocating for leveraging international platforms to promote cross-cultural exchange and appreciation (Jennings, 2014; Wang, 2010). However, strategic considerations and challenges abound in international promotion efforts, necessitating a comprehensive approach involving government leadership, interdisciplinary cooperation, and tailored communication strategies (Yu, 2016; Qiao, 2016). By incorporating martial arts into educational settings, students not only enhance their physical fitness and self-defense skills but also develop a deeper appreciation of Chinese heritage and values (Shi, 2009; Chen, 2013). As part of this broader landscape, students' desire to participate in martial arts programs emerges as a complex interplay of various factors. Perceived benefits, such as physical fitness improvements and mental well-being, serve as strong motivators for participation (Dahle, 2017; Gutiérrez-García et al., 2018). Additionally, the social dimension of martial arts training, characterized by communal settings and supportive relationships, plays a pivotal role in fostering continued engagement (Choi et al., 2021; Anam et al., 2024). Moreover, the motivational climate within martial arts programs, shaped by clear goals and supportive environments, influences students' intrinsic motivation and long-term commitment (Silva et al., 2019; Xie et al., 2022). Individual characteristics and preferences contribute to students' desire to participate in martial arts programs, as they are drawn to specific styles, disciplines, and cultural backgrounds (Maor, 2019; Alsarve &amp; Tjønndal, 2019). By tailoring programs to accommodate diverse interests and needs, organizers can foster inclusivity and enhance engagement among students (Maor, 2019; Alsarve &amp; Tjønndal, 2019). The intersection of social media, international promotion strategies, technological innovations, and students' motivations underscores the dynamic and multifaceted nature of the martial arts landscape. Understanding these interconnections is vital for stakeholders seeking to promote and sustain the practice of martial arts in an increasingly interconnected and diverse world. Moreover, the promotion of martial arts programs on an international scale presents unique opportunities and challenges, particularly in multicultural university environments like Beijing, China. Understanding how international promotion strategies intersect with students' desire to participate in martial arts programs is essential for universities aiming to attract and retain diverse student populations. Research in this area can provide valuable insights into effective promotional approaches and program design considerations that cater to the needs and interests of both local and international students. Therefore, this study aims to investigate the relationship between international promotion strategies and students' desire to participate in martial arts programs at a selected university in Beijing, China. Thus, the researchers seeks to contribute to a deeper understanding of the factors influencing students' engagement in martial arts training within the context of international higher education settings. Through empirical investigation and analysis, this study aims to provide actionable recommendations for university administrators and program organizers to enhance student participation and satisfaction in martial arts programs.

Analysis of Good Teaching Practices with the Integration of Virtual Environments at the Upper Secondary Level

This article analyzes the practices of integration with virtual learning environments, and focuses on knowing the teaching practices used with virtual environments in the Upper Middle Level (NMS) of the University of Guanajuato (UG). The purpose of this article is first to review the literature and obtain some teaching models on good teaching practices in virtual education that allow identifying characteristics of effective practices, and as a second purpose the results of a specific case study on the incorporation of practices with the use of virtual learning environments are analyzed. A bibliographic review of 3 proposals with 9 evaluation characteristics is analyzed, in which it was found that some of the teaching practices with the integration of virtual environments are: constant student-teacher communication, timely information feedback, flexibility in education and interactivity. Based on these proposals, a descriptive study was defined that was supported by the collection of data from an instrument applied to 20 teachers of the Upper Middle Level of the University of Guanajuato and the results allowed the identification of some effective teaching practices in the management of virtual environments.

Challenges in teacher-student communication during family medicine residency: A qualitative study.

Deficiencies in communication among healthcare professionals, recognized by medical educators and healthcare institutions, can negatively impact medical education and clinical practice. Analyzing teacher-resident communication difficulties shed light on this issue and propose practical strategies for its mitigation. To identify common communication challenges between teacher and residents during Family Medicine residency and to analyze their impact on interactions with peers, the work team, and patients. Qualitative study, the critical incident technique was used to collect information of interest. Seventy teachers, and fifty third-year residents from the Mexican Republic described critical incidents related to their communication experiences during Family Medicine residency. 192 critical incidents were collected (several participants reported more than one incident), comprising 127 reports from teachers, and 65 from residents. Four themes were identified: 1) asymmetric communication, 2) assertive communication, 3) organizational communication, and 4) effective communication. The main challenges identified were abuse of power in communication, lack of communication skills, and the absence of institutional communication channels. These issues significantly impacted learning, work environment, interpersonal relationships, and medical care. This study highlights communication issues within Family Medicine residency in Mexico. The issues detected hindered learning and effective collaboration and negatively impacted the work environment, interpersonal relationships, and the quality of medical care. These findings underscore the urgent need to reorient the medical specialty curriculum towards an approach that includes communication skills.

A framework for the emergence and analysis of language in social learning agents

Neural systems have evolved not only to solve environmental challenges through internal representations but also, under social constraints, to communicate these to conspecifics. In this work, we aim to understand the structure of these internal representations and how they may be optimized to transmit pertinent information from one individual to another. Thus, we build on previous teacher-student communication protocols to analyze the formation of individual and shared abstractions and their impact on task performance. We use reinforcement learning in grid-world mazes where a teacher network passes a message to a student to improve task performance. This framework allows us to relate environmental variables with individual and shared representations. We compress high-dimensional task information within a low-dimensional representational space to mimic natural language features. In coherence with previous results, we find that providing teacher information to the student leads to a higher task completion rate and an ability to generalize tasks it has not seen before. Further, optimizing message content to maximize student reward improves information encoding, suggesting that an accurate representation in the space of messages requires bi-directional input. These results highlight the role of language as a common representation among agents and its implications on generalization capabilities.

Associations Between Teacher Confirmation, Emotional Support and Chinese EFL Learners' Grit: Sequential Mixed Methods.

While grit is considered essential to EFL learners as they navigate the challenges and setbacks of foreign language learning, it has been largely overlooked by EFL researchers. In this sequential mixed methods study with qualitative data and structural equation modeling (SEM), we examined the role of teacher confirmation and emotional support in predicting L2 grit among 309 low-proficiency Chinese EFL learners who were majoring in music, fine arts, and physical education at Chinese universities. Our results revealed positive correlations between teacher confirmation, emotional support, and L2 grit, with both teacher confirmation and emotional support significantly predicting L2 grit in our presumptive model. Qualitatively, we analyzed 22 participants' responses to three open-ended questions from a semi-structured interview. Interviewees named a spectrum of interpersonal, learner, context, teacher, and task related factors they believed to be affecting their L2 grit. Among the interpersonal factors, teacher-student communication variables were most frequently named, echoing our quantitative findings. We discussed the limitations, pedagogical implications, and recommended future directions of this research.

Facilitating regular Physical Education for students with disability-PE teachers' views.

The objective of this study is to describe how Physical Education (PE) teachers work to facilitate participation for students with disability in compulsory, mainstream inclusive, secondary school. Inclusive school-based Physical Education (PE) is an important context for students to share the benefits of physical activities with peers, especially for students with disability whose opportunities for participation in extracurricular physical activity are limited. Two focus group interviews were performed with eight experienced PE teachers who teach students with disability in regular PE. Qualitative content analysis was used to analyze the interviews. Two themes emerged, the importance of having a structured and welcoming environment and the need to adapt the PE environment. Student mastery experiences is emphasized and achieved by teaching approaches encouraging peer collaboration before physical performance and competition. Key aspects to participation for students with disabilities are inclusive mindsets, proper preparation, and adaptations. Special arrangements when participation in-class is not possible require regular and close teacher-student communication and, when needed, additional support. Experiences of participation are important matters for further advancement of equality and social inclusion for students with disability. Schools need to develop support structures to provide students with disability with "real-life" experiences that optimize participation.

Impact of Canvas LMS on Communication, Evaluation, and Performance in Islamic Culture Education: A Quantitative Study

This paper aims to assess the efficiency of the Canvas LMS in the teaching of Islamic Culture at Al Qasimia University, UAE. Employing a quantitative approach, the research surveyed 155 students engaged in Islamic Culture courses using Canvas LMS, focusing on three key areas: communication, student evaluation, and student achievement. The study outcomes show a positive effect of Canvas LMS on all the three aspects. The findings from the quantitative analysis reveal a positive relationship between the use of Canvas LMS and student-instructor communication, student evaluation, and students’ performance. These findings indicate that the platform has the capacity to expand the teaching of Islamic culture in the digital environment. The study also outlines recommendations including the need to improve the feedback system and accessability of stored lessons. Recommendations are made for the improvement of Canvas LMS in the context of Islamic cultural studies based on these findings. This research contributes meaningful findings to the existing research on e-learning in cultural and religious education and provides implications to the educators and administrators of similar educational institutions. The findings and recommendations of this study may be useful to other institutions with similar programs and contribute to the improvement of the field of digital education in cultural studies.

Effects of a Reality Therapy-based Classroom Counseling Training Program Using Visualization Materials on Elementary School Teachers’ Life Guidance Efficacy and Teacher-student Communication

Effects of a Reality Therapy-based Classroom Counseling Training Program Using Visualization Materials on Elementary School Teachers’ Life Guidance Efficacy and Teacher-student Communication

Цифровой инновационный формат преподавания дисциплин лингвистического цикла в современном специализированном вузе

The article reconsiders the process of teaching linguistic disciplines in the digital environment in the format of contemporary higher philological education. The paper focuses on discussing technological teaching methods that can also be applied in another study field. Based on their own extensive experience in conducting and evaluating the quality of education based on various web-tools, the authors provide a detailed analysis of advanced teaching practices in online and mixed formats, offer authentic methods of instructing students, assessing these methods in terms of current innovations in the technological educational sphere. The authors managed to demonstrate the effects of introducing “digital pedagogy” into the educational process. The term “digital” describes various aspects of information storage and transmission, communication processes between a teacher and students. The methodological principles of teaching related to the development and adaptation of teaching processes to the digital world are systematized. The disciplines of the linguistic cycle are interpreted as an illustrative practical example for the implementation of the basic principles of digital pedagogy. Innovative formats have been identified that provide personalized higher education. It is traced which effective traditional methods can be complemented by technical innovations. The paper analyzes effective ways of conducting online and remote assessment of the learning process and new knowledge of students. The grounds for the rational correlation of distance and mixed education, universal motives and cultural differences in the requirements for these types of education are revealed. The advantages and problems of using social networks and other media for online learning are described. The paper explores how the design of a specific linguistic course can facilitate an online seminar. The importance of not only student-teacher communication in such conditions is emphasized, but also ways to encourage student-peer communication. The article examines the ways advanced technologies can be used to support and expand the teaching of linguistics, as well as the specifics of organizing practical study of linguistics in remote work with students.

Information Architecture Strategies in the Classroom: How Do Increasingly Complex Digital Ecosystems in Higher Education Shape the Contours of Instructor-Student Communication?

The proliferation of digital software is an increasingly accepted part of everyday life in higher education in the United States. While this software affords some opportunities, it can create confusing experiences for students as well. In this paper, I ask how might increasingly complex digital ecosystems in higher education shape the contours of instructor-student communication. To answer this question, I conducted an exploratory case study in the form of an online survey (n=83) and subsequent interviews (n=18) with user experience (UX) design students at a large public university in the southeastern United States. The research showed that students felt confusion regarding digital software protocols in their classes, how protocols varied from class to class, an inability to remember when and how to communicate with instructors outside of class, unsureness about where to locate information, and a preference for messaging applications over email. Research results suggest that instructor-student communication in higher education can be productively viewed through the lens of information architecture. In doing so, I argue for the need for instructors to implement strong information architecture strategies that help make sense of information in increasingly complex academic ecosystems.

Analysis of Teacher-Student Communication in Enhancing Learning Motivation

This article describes the role of teachers as motivators in enhancing student learning motivation, including in Islamic religious education. The study is qualitative with a descriptive approach aimed at uncovering facts and providing interpretation. The results show that teachers increase learning motivation through three communication methods: lecturing, acting as moderators, and managing group work. However, there are several problems faced by teachers, such as a lack of learning media and monotonous methods, which make students easily bored. Students also face challenges such as fear and shyness in asking questions, as well as a lack of concentration. A family environment that lacks care also affects students' studies. Factors that support learning motivation include the characteristics of inspirational teachers, facilities like school mosques, and the diversity of student characters. Meanwhile, obstacles include a shortage of educators, Islamic religious education schedules at the end of the day, and divided student attention.Bagian Atas Formulir

The Role and Importance of Interactive Methods in Stimulating Teaching Activities with Medical Students

Abstract The teacher-student relationship may represent, in certain situations, the key of achieving didactic activities. Those, if carried out during the appropriate pedagogical time (course and / or seminar) could determine the existence of a new psycho-pedagogical attitude and behavior, aiming primarily at the teaching-learning method, but also the interactive participation and co-participation of the two actors directly involved in this stimulus-creative approach. In this context, the existence of applicative exercises/play in certain disciplines in socio-human behavior (specifically-medical psychology, medical sociology, doctor-patient communication) determines but also valorizes a new educational behavior, namely, teacher-student communication and interrelation vs student-teacher. Thus, by catching the student’s attention, stimulating his / her thinking, imagination and volitional-emotional values we can make educational sequences that also enhance “freshmen” experience from year I, building up and defining the whole experience in VIth year, in most cases.

SHIKSHA-CHAKRA: Ideate &amp; Implement a System to Enhance Quality of Education in Rural Areas

Abstract: Access to quality education is a fundamental right, yet many rural areas face significant challenges in providing effective learning experiences to their students. To bridge this educational divide, this project introduces an innovative Androidbased system, known as the Rural Education Enhancement System (REES), designed to transform the landscape of education in rural regions. REES comprises a multifaceted approach, with key features including an interactive learning app offering subject-specific content, localized curriculum, and an array of interactive modules. The system facilitates teacher-student communication and provides tools for personalized progress tracking. Moreover, it prioritizes local languages and offers community forums for collaboration. Assessments, both online and offline, support student evaluation, while offline resource centers and parental involvement portals enrich the learning ecosystem. To ensure the system's longevity, sustainability planning is at the forefront, emphasizing funding, maintenance, and ongoing improvements. The project implementation involves thorough needs assessments, pilot programs, and community engagement. By addressing the unique needs of rural communities and leveraging the power of mobile technology, REES aspires to enhance the quality of education in rural areas, empower students, and strengthen the connections between teachers, parents, and the community, ultimately contributing to a brighter and more equitable educational future for all.

Examining changes in foreign language educators’ attitudes towards the use of computer-assisted learning

As digital technologies continue to permeate all aspects of contemporary society, the educational domain, particularly foreign language teaching, has also significantly transformed. During the 1990s, the introduction of information and communication technologies (ICT) into language teaching was initially met with enthusiasm among educators. However, what originally started as integrating multimedia resources into the learning environment soon escalated into a comprehensive transformation, which included innovations such as online platforms and adaptive learning systems that became part of language teaching curricula. This evolution led to fundamental changes in pedagogical approaches, teacher-student communication, and the overall educational setting within classrooms. As digital technologies evolved and diversified, so did the attitudes of language teachers, whose initial enthusiastic welcome transformed into growing doubt. This research aimed to investigate how digital technologies within the domain of language instruction are utilized and to explore the prevailing attitudes regarding their implementation. The study spanned two decades: the periods from 1990 to 2000 and from 2013 to 2023. Semantic literature analysis of 300 scientific publications was used to determine the educators’ reactions toward the application of ICT, which were categorized into positive, negative, mixed, and research-oriented attitudes. Additionally, a survey of 88 foreign language teachers was conducted to collect empirical data. A clear trend is observed in how language educators perceive and apply technologies in their classrooms. The authors concluded that these tools remain popular among educators despite increasing skepticism and caution regarding ICT efficacy.

TEACHER- STUDENTS EDUCATIONAL COMMUNICATION: A DESCRIPTIVE STUDY IN MIN 2 BANJAR

Communication is an important aspect that involves interaction between teachers and students in the hope that the message will be well received and have an impact on understanding and changes in behavior. This research aims to analyze teacher-student communication in the educational process at MIN 2 Banjar. The method used is descriptive qualitative with interviews, observation and documentation. The result shows that communication in teaching and learning activities at MIN 2 Banjar very effective with approach of epistemological, axiological, and ontologically. The second, the Laswell Model is widely used in communication process that which can flexibly change from group communication to interpersonal communication; The third, educational communication is also effective because of the teacher play varied roles like speaker, moderator, mentor, and manager.

Designing an observation protocol for professional development providers and mentors working with scientific inquiry‐supported classroom settings

AbstractSeveral observation protocols in different theoretical frameworks and components have been designed and validated by teacher trainers and professional development providers to capture and categorize observational data on the characteristics and level of inquiry in science practices. However, certain constraints limit their wide use, such as the neglect of certain indicators of scientific inquiry, the scoring of just summative goals, or the necessity for extensive observer training. The present study, therefore, aims to propose a tool that assists professional development providers and mentors in diagnosing the closeness of practices to scientific inquiry in the context of various settings, from traditional didactic lectures to scientific inquiry, making it easily operational for self and peer evaluations as well as 360‐degree video feedback. The method concentrated on multiple observations provides supportive evidence about the tool's internal consistency coefficient, the relationship between its components, and the inter‐rater reliability coefficient between multiple scorers. The results highlight that the tool, which includes the components of course structure, course overview, and teacher–student communication, has the potential to contribute to the growing library of observation protocols.

Exploring the Impact of Effective Learning Communication on the Motivation of Elementary School Students in Poso City

This study explores the influence of effective learning communication on the motivation of elementary students in Poso City, Central Sulawesi. Adopting a quantitative approach, the research was carried out across multiple elementary schools, with the schools forming the study's population. The sampling was purposive, targeting students from third to sixth grade who could understand and respond to the questionnaire, with the ability to communicate, absorb, and feedback information, as well as interact effectively with educators and peers. Data collection entailed administering questionnaires and examining written documents, while simple linear regression analysis was used to evaluate the impact of effective communication (independent variable) on learning motivation (dependent variable). The findings reveal that effective communication significantly boosts student motivation in elementary schools, underscoring its necessity for impactful teaching. The study posits that while effective communication is crucial at the elementary level, its importance escalates in higher education due to the diversity in student characteristics and the intensified teacher-student communication. Hence, it suggests the need for adaptable communication strategies to ensure effective teaching and learning across different educational levels.

Student-teacher communication preferences in Taiwanese older learners

ABSTRACT The role of teacher-student communication in enhancing the learning experience of older learners has received limited attention. This sociolinguistic study addresses this gap by examining the perspectives on this issue held by Taiwanese older learners. Survey data from 231 Taiwanese older learners were analyzed using ANOVA and independent-samples t-tests, with the aim of establishing how their age ranges and occupational backgrounds influenced their concordance teacher communication strategies found in existing literature. While teachers were reported to assume that older learners from elite backgrounds preferred more communication accommodation in class, this study’s results indicated that those with no work experience or who identified as farmers demanded greater respect, flexibility, and diversity of language codes. Age was also significantly correlated with learners’ communication preferences, with those aged 76+ requiring more extensive accommodations than their younger counterparts did.

PROFESIONALISME GURU: KOPETENSI PEDAGOGIK DAN KOPETENSI SOSIAL

The Importance of Education in National Progress: A Case Study of SMP Negeri 3 Bayung Lencir This article reviews the important role of education in national progress, with a focus on SMP Negeri 3 Bayung Lencir. As a key element in the education system, teachers play a central role in improving pedagogical and social competence. Pedagogical competence is improved through understanding the characteristics of students and developing semester lesson plans (SLPs). Meanwhile, social competence is enhanced through effective communication between teachers, students, and the community. The results of interviews show that teachers are making efforts to understand the characteristics of students and design SLPs to ensure that learning is structured. Communication between teachers is built through attitudes of tolerance and understanding, creating a pleasant learning environment. Participation in activities with the community is also a form of social competence improvement. These practices not only create an effective learning environment, but also improve competitiveness. However, it was found that there are challenges in social competence, namely teacher-student communication and students' lack of understanding. The steps taken to address these problems are by creating enjoyable learning, creating group discussions, and building communication with parents.