Korean and foreign students’ perceptions of the teacher’s role in a multicultural online learning environment in Korea

Lee, Dong Yub

doi:10.1007/s11423-011-9219-0

Cited by 28 publications

(59 citation statements)

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“…Pang and Miao (2017) argue that many educational systems have acknowledged the contribution of teacher roles to having a positive effect Advances in Economics, Business and Management Research,volume 57 on school improvement that is learning outcomes. Furthermore, Lee's (2011) research in Korea show that students have a certain perception on teachers' role in learning and teachers are required to learn how to facilitate and engage in learning with their students. Thus, the teachers' role in teaching can improve students' learning outcomes.…”

Section: Resultsmentioning

confidence: 99%

The Influence of Teachersr Role and Motivation on Basic Accounting Learning Outcomes at Vocational High Schools

Sari¹,

Marwan²,

Dwita³

2018

Proceedings of the First Padang International Conference on Economics Education, Economics, Business and Management, Accounting

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Learning outcomes is students' academic achievement after the completion of learning process. A preliminary survey and prior research show that a large number of students failed to pass basic accounting subject because they do not achieve the minimum learning outcomes required by the schools. This research aims to empirically examine the influence of teachers' role and motivation on students' learning outcomes. This study is expected to facilitate students' success in basic accounting subject through the role of teachers in learning, especially as the appraiser. The role of teachers is expected to improve students' motivation in learning. This study selected sample using proportional random sampling which resulted with 131 students class X at business management vocational high school (Sekolah Menengah Kejuruan-SMK) in city of Solok and Solok regency. The data were collected using a survey questionnaire. The data then were analyzed using path analysis with IBM Amos 21 program. The results show that the teachers' role in learning has a significant and positive influence on learning motivation. The role of teachers in learning has a positive and significant impact on learning outcomes. Moreover, students' learning motivation also has a positive and significant influence on learning outcomes.

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Section: Resultsmentioning

confidence: 99%

The Influence of Teachersr Role and Motivation on Basic Accounting Learning Outcomes at Vocational High Schools

Sari¹,

Marwan²,

Dwita³

2018

Proceedings of the First Padang International Conference on Economics Education, Economics, Business and Management, Accounting

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“…Furthermore, most of the research is dominated by qualitative studies ranging from case studies, collaborative action research and grounded theory (Izadinia, 2015;Li & Ni, 2011;Subramaniam, 2010;Scott, 2013;Tran & Nguyen, 2015;Donnelly, 2013). In contrast, quantitative studies that examine teacher roles and relevant teaching behaviors in online learning contexts are scarce (Alvarez, Guasch & Espasa, 2009;Lee, 2011;Badia et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Examining Teachers’ Roles in Online Learning

Qiang

2018

eurocall

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<p>Online learning has been used in the literature to cover diverse learning contexts ranging from blended learning, distance learning, virtual learning and web-enhanced learning. Many aspects of online learning have become the focuses of research and teacher roles are one of them. The present study, therefore, intends to examine how 153 university students perceived the roles of their teachers in online learning of a blended English course by using a 27-item and 5-Likert-scale questionnaire (the STRI). Results of statistical analyses showed that the Cronbach’s Alpha value of the entire questionnaire was .955 and those of the three sub-roles were all above .891, indicating that both the questionnaire and the three factors of sub-roles were reliable and valid. Further analyses revealed that the three sub-roles of teachers, i.e., the cognitive role, the affective role and the managerial role, were significantly different from each other. Among them, the means of the managerial role was significantly higher than that of the cognitive role while the means of the affective role was the lowest. Results of descriptive statistics also revealed that keeping a record of students’ learning in the managerial role was quite notable for students. The findings suggest that the roles of teachers in online learning as a whole were reduced. However, the managerial role was more notable than the other two roles and the affective role was the least impactful in the online learning context in this study. The researcher believes that these findings may offer some insights to classroom implications and provide the basis for future studies of comparing teacher roles across different educational contexts.</p>

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“…Reasons that come to mind are…recognition that technology connects us but is not culture-neutral" (p. 52). Lee (2011) conducted research on international students' perceptions of the teacher's role in an online multicultural learning environment in Korea. On the administered survey, one of the pedagogical factors examined was whether teachers could "be culturally neutral regarding content" (p. 922).…”

Section: See Also Contextmentioning

confidence: 99%

Terminology Entries (Alphabetical Presentation)

Richey

2013

Encyclopedia of Terminology for Educational Communications and Technology

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Korean and foreign students’ perceptions of the teacher’s role in a multicultural online learning environment in Korea

Cited by 28 publications

References 30 publications

The Influence of Teachersr Role and Motivation on Basic Accounting Learning Outcomes at Vocational High Schools

The Influence of Teachersr Role and Motivation on Basic Accounting Learning Outcomes at Vocational High Schools

Examining Teachers’ Roles in Online Learning

Terminology Entries (Alphabetical Presentation)

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