Abstract:

Recently, the development of distance learning has raised questions about the differences and similarities between online and face-to-face classroom interactions. To move from the descriptive level of research on teacher-student interactions to a deeper level, it is necessary to clarify why teachers behave in a certain way during the lesson. This paper presents an analysis of the interaction styles of two university teachers from the perspective of their students in an online classroom. The interaction styles of the teachers were examined using a teacher interaction style questionnaire on 79 students. Research trends in face-to-face education show that a teacher's interaction style is related to the quality and frequency of teacher-student interactions. Based on the characteristics of interaction styles, we hypothesized that desirable interaction styles lead to a higher frequency of online interactions. On the other hand, interaction styles that are considered inappropriate lead to a lower frequency of interactions. Online teaching is significantly disadvantaged compared to face-to-face classrooms, as it does not allow direct contact between the teacher and students. Therefore, it is essential that the teacher adapts the teaching in such a way that emphasizes the interaction.

Keywords:

Interaction style, teacher-student interaction, online lesson.