About this paper

Appears in:
Page: 5240 (abstract only)
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.2176

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

TEACHER-STUDENT RELATIONSHIPS IN ONLINE COURSES

H. Yak, D. Levy

Kibbutzim College of Education (ISRAEL)
This study seeks to explore how students experience and understand the interaction with their instructor on an online course. Two aspects can be considered in the interaction between teacher and lecturer throughout the learning process. The first is inherently instructive, while the second one conveys the psychological aspect of the relationship. In traditional learning, the interpersonal connection develops as a result of the face to face encounter with the lecturer. On an online course, as a result of the physical absence of the lecturer, non-verbal communication does not usually exist and most interactions are managed through written communication. It can be assumed that such significant transformation in the communication channels will also affect the nature of the relationship between the lecturer and the students.

The study is founded both on qualitative and quantitative research conducted during a whole year. The research was conducted in Israel during the 2015-2016 academic year and included fifty students who responded to QTI (Questionnaire on Teacher Interaction) and ten students who participated in an in-depth interview. The aim of this research was to examine to what extent the lecturer’s interpersonal behaviors on an online course are acknowledged by academic students of education; and how these students describe their learning experience on an online course.

For the purpose of the study, qualitative and quantitative methods have been applied by means of the QTI questionnaire together with the inductive analysis of the open interviews to ten students. The findings confirm that students experience interpersonal relationships with the instructor during an online course, and describe the learner’s perspective of the learning experience in such courses. Furthermore, the findings show that the students’ experiences of the online course and of their relationship with the lecturer are connected to four main categories, and a new model has been proposed to design online courses that can maximize positive interactions between lecturers and students so that they can promote the students’ success in the course.
@InProceedings{YAK2017TEA,
author = {Yak, H. and Levy, D.},
title = {TEACHER-STUDENT RELATIONSHIPS IN ONLINE COURSES},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.2176},
url = {http://dx.doi.org/10.21125/edulearn.2017.2176},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {5240}}
TY - CONF
AU - H. Yak AU - D. Levy
TI - TEACHER-STUDENT RELATIONSHIPS IN ONLINE COURSES
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.2176
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 5240
EP - 5240
ER -
H. Yak, D. Levy (2017) TEACHER-STUDENT RELATIONSHIPS IN ONLINE COURSES, EDULEARN17 Proceedings, p. 5240.
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