Developing Pedagogical Practices in Turkish Classrooms

Cengiz, Özge; Çakır, Hamide

doi:10.4236/ce.2016.73052

Cited by 2 publications

(1 citation statement)

References 15 publications

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“…Since more interaction takes place in online class, students will be more engaged in online class than traditional one and they have a better performance and learning in online class than traditional one (Riffel & Sibbley, 2005). Mercer (as cited in Cengiz & Cakir, 2016) states that learning progress is due to the high interactive activity in online classes.…”

Section: Introductionmentioning

confidence: 99%

Comparing and Contrasting the Interactional Performance of Teachers and Students in Traditional and Virtual Classrooms of Advanced Writing Course in Distance Education University

Asadi¹,

Khodabandeh²,

Yekta³

2019

Turkish Online Journal of Distance Education

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Since interaction provides the opportunity for students to share their ideas, thoughts, comments and feelings with their peers and teacher, it can be claimed that it is an integral component of learning. The present study applied the Sinclair and Coulthard's interaction (IRF) (1975) model on the English learners of two traditional and virtual classes in order to investigate the differences between their writing scores in these two classes on the one hand, and the extent to which the IRF structure occurs in these two classes on the other hand. For this purpose, 79 and 20 intermediate level EFL learners were selected from the virtual and traditional classes of Payame Noor University (PNU). They were given the pre-test at the beginning and post-test after eight sessions of the same treatment in both classes by the same instructor. Their pre-and post-test scores were compared. The results indicated that there was a significant difference between the participants' post-test scores in two classes in terms of three components of the intended six components of the five-paragraph essay. This study concluded that the participants in the virtual class performed better than their peers in the traditional one. Moreover, the number of interactions between the participants and teacher was more in the virtual class. Since the effect of interaction between the students and teacher on better performance and learning was shown in this study, other teachers can take into consideration the importance of interaction as well as technology for better teaching-learning process.

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Section: Introductionmentioning

confidence: 99%

Comparing and Contrasting the Interactional Performance of Teachers and Students in Traditional and Virtual Classrooms of Advanced Writing Course in Distance Education University

Asadi¹,

Khodabandeh²,

Yekta³

2019

Turkish Online Journal of Distance Education

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Online Derslerde Eğitmen-Öğrenci Etkileşiminin Değerlendirilmesi: Öğretim Görevlilerinin Bakış Açısı

Saraç

DOĞAN

2022

e-ijer

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Due to the COVID-19 pandemic, the learning process shifted from face-to-face learning to online learning as schools and universities were closed almost worldwide. After the pandemic restrictions, it seems that many educational institutions continue to offer online courses as an alternative to face-to-face classes, or they have begun to implement hybrid programs in which the students have both face-to-face and online courses. With the shift from face-to-face to online learning, the learning process has been affected negatively from different perspectives with varying degrees; however, the interaction between instructors and students has become more challenging to pursue at expected levels. Students tend to avoid interacting for many different reasons in the online learning process, or the instructors have some obstacles to a sound interaction with their students. By exploring the experiences and perceptions of the English language instructors, this descriptive study aimed to examine the perceptions of instructors regarding teacher-student interaction in online classes, the challenges faced by the practitioners, and their suggestions for course designers, policymakers and other related stakeholders. The researchers employed a qualitative research approach. The participants were 17 instructors working at the school of foreign languages at a state university. Semi-structured interviews were conducted to collect the qualitative data. The data was analysed by following the content analysis procedures. The findings reported insights into the interaction issues in online classes; the instructors had negative perceptions of the interaction in online classes due to the challenges they faced. In the light of the qualitative data, the present research offers valuable suggestions for decision-makers and practitioners, such as taking the participation of the learners into consideration in assessments and providing in-service training programs for EFL instructors.

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Developing Pedagogical Practices in Turkish Classrooms

Cited by 2 publications

References 15 publications

Comparing and Contrasting the Interactional Performance of Teachers and Students in Traditional and Virtual Classrooms of Advanced Writing Course in Distance Education University

Comparing and Contrasting the Interactional Performance of Teachers and Students in Traditional and Virtual Classrooms of Advanced Writing Course in Distance Education University

Online Derslerde Eğitmen-Öğrenci Etkileşiminin Değerlendirilmesi: Öğretim Görevlilerinin Bakış Açısı

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