Modeling Online Classroom Interaction to Support Student Language Learning

Abstract

For many years, teacher-student interaction has been indicated to considerably affect student learning. In recent years, research concentration has moved from attempting to evaluate the potent ways of classroom interaction for student learning and how it can be developed. Due to the intricacy of the classroom interaction procedure, the answer to this question is profoundly contingent upon some reasons, such as the learning condition. The aim of this project is to study the classroom interaction process in an online learning context in which English is learned as a foreign language. This is review research employing content analysis technique we intend to examine the published research articles to find out the teachers’ strategies/tools and the contribution of the strategies to students’ language learning in online classroom interaction. This can build up an understanding of the most effective techniques to develop the students’ involvement with the learning process. The result of the analysis is that most teachers use synchronous and asynchronous online classroom interaction and blended learning in which teacher-students, student-student, student-teacher, and student-learning sources are met through discussion. This strategy is mostly preferred by teachers to give students a chance to get involved in communication, collaboration, interaction, and participation. This strategy is believed to be able to engage students in developing language learning opportunities; therefore, this can be a good model for better classroom practices.

Control Quality of E-Learning Implementation Management

“…Most teachers use synchronous and asynchronous online classroom interactions and mixed learning where teacher-student, student-student, student-teacher, and student-learning resources meet Indah Komsiyah / Control Quality of E-Learning Implementation Management through discussion. This interaction was chosen by many teachers to provide opportunities for students to engage in communication, collaboration, interaction, and participation (Sulistyani & Riwayatiningsih, 2020). So, the interaction process that occurs in online learning can provide student learning experiences like face-to-face learning processes, and students can get the learning value they want to achieve (Downing, Lam, Kwong, Downing, & Chan, 2007).…”

A Fuzzy Multicriteria Assessment Mechanism towards Musical Courses Using Deep Learning

“…e widespread use of Big Data in recent years has also led researchers to focus on data-driven recognition approaches to accomplish various subtasks [7]. Owing to the excellent performance of deep learning in image processing, researchers have started to use neural network models for optical music recognition and gradually adopt end-to-end optical music recognition methods to simplify research methods based on generic frameworks, bringing new ideas and perspectives to OMR research [8]. eoretical research on teaching quality evaluation is also becoming richer and more diverse [9].…”

EFFORTS TO IMPROVE THE EFFECTIVENESS OF LEARNING MODELS (A Case Study Using Faststone in Online Learning at SMK NEGERI 1 Juwiring)

“…Faststone capture is an application that serves to make video recordings of activities on the monitor screen (Fauzi, 2021;Meliana, 2020). The faststone application is expected to make the learning process more effective, interesting, easy to understand so that it is expected to improve the learning outcomes achieved (Ruman & Pokładnik, 2020;Sulistyani & Riwayatiningsih, 2020). Faststone application requires students to be able to interact with internet by accessing extensive information, triggering student activity in the form of challenges, availability of material for learning, and being able to feel like learning directly with teacher in class (Fauzi, 2021).…”