Students’ perspective on higher educators: interpersonal relationship matters

Saidi, Ladan Ghazi; Vu, Phu

doi:10.1007/s43545-021-00176-9

Cited by 3 publications

(4 citation statements)

References 43 publications

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“…Accordingly, there were five characteristics: careful attention, respect, motivation, giving feedback, and providing lectures. According to their findings, the students’ interpersonal relationships were essential [ 7 ]. Interaction can include the interaction of the instructor with the learner, the learners interacting with each other, and the learner with the content [ 8 ].…”

Section: Literature Reviewmentioning

confidence: 99%

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Students’ experience of interpersonal interactions quality in e-Learning: A qualitative research

Mojtahedzadeh,

Hasanvand,

Mohammadi

et al. 2024

PLoS ONE

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Background Online Interaction is a critical characteristic of distance learning, and effective online communication models empower students. Purpose This research aimed to explain students’ experiences on the quality of interpersonal interactions in e-learning. Method This study was conducted from November 2021 to October 2022. The qualitative descriptive design via conventional content analysis was utilized. Purposeful and maximum variation methods recruited sixteen participants from three medical science universities in Iran. The data were collected through semi-structured, in-depth, face-to-face, or online interviews. Interviews were recorded through a digital recorder, and analysis was achieved simultaneously with data collection using Graneheim and Lundman (2004). The Lincoln and Guba criteria, including credibility, dependability, transferability, and confirmability, were used to improve the trustworthiness of the findings. Results The results indicated the importance of different dimensions related to teaching-learning. It seems crucial to develop a comfortable and safe environment to improve interpersonal interactions. Educators should be provided with pedagogical skills to support interactions. In addition, focusing on some learners’ soft skills is also vital. In addition to the significance of the teacher’s inclusive role, the educational content must have critical standards. Constructive feedback and the proper use of simultaneous and non-simultaneous communication tools and social networks are other important issues in strengthening interpersonal relationships. Ultimately, comprehensive and ongoing support of learners improves the quality of interpersonal interactions. Conclusions The results indicated the significance of different dimensions of teaching-learning as facilitating factors of interpersonal interactions. The proper use of simultaneous and non-simultaneous communication tools and social networks are other important issues in strengthening interpersonal relationships. Ultimately, comprehensive and ongoing support of learners improves the quality of interpersonal interactions. Implications The results of this study give teachers the insight to keep essential issues in mind when developing their online courses and students to be aware of their roles in the online learning process. Also, the characteristics of simultaneous and non-synchronous platforms, social messaging networks, and learner support are crucial.

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Section: Literature Reviewmentioning

confidence: 99%

“…Ghazi Saidi et al(2021) introduced the fundamental teaching characteristics based on the student's perception. Accordingly, there were five characteristics: careful attention, respect, motivation, giving feedback, and providing lectures.…”

Section: Interpersonal Communicationmentioning

confidence: 99%

Students’ experience of interpersonal interactions quality in e-Learning: A qualitative research

Mojtahedzadeh,

Hasanvand,

Mohammadi

et al. 2024

PLoS ONE

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“…They found out that inspiring educators not only possess extensive subject knowledge but also exhibit a tendency to assist and utilise inspirational teaching methods, as mentioned by students. Previous studies discussed fundamental elements of inspiring educator practices, emphasising the importance of reflective personal and classroom mission statements (Searight & Searight, 2011), modelling desired behaviours (Ahn et al, 2020), fostering mutual respect (Snijders et al, 2020), actively listening to students (Jones et al, 2016), and cultivating meaningful relationships with students (Saidi & Vu, 2021).…”

Section: Literature Review 21 Inspiring Educators In Higher Educationmentioning

confidence: 99%

The Big Five in Education: Unveiling the Personality Traits that Makes Educators Inspiring

2024

JEP

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The purpose of this study is to assess the students' preferences for what makes an educator inspiring to them. All 38 inspiring educators' characteristics have been grouped according to the Big Five Personality Traits model. There are seven characteristics under openness; nine characteristics under conscientiousness; five characteristics under extraversion; 12 characteristics under agreeableness; and five characteristics under emotional stability. A survey method was used in this study. The data were collected using online questionnaires from 206 diploma students at one of the public universities in West Malaysia. The data were analysed using descriptive statistics such as frequency, percentage, mean scores, standard deviation, and inferential statistics, namely the Kruskal-Wallis Test. According to the study findings, three characteristics associated with agreeableness received the most positive responses from the students, followed by one associated with openness, conscientiousness, extraversion, and emotional stability. The study also found that there are no significant differences in the characteristics of inspiring educators chosen by the students based on the year of study. As a conclusion, all 38 inspiring educators' characteristics can be categorised into three categories. The first category involves characteristics related to the personal qualities of educators. The second category encompasses characteristics regarding educators' pedagogical and disciplinary expertise. The third category comprises characteristics associated with the relationship between educators and students. This study aims to enhance educators' understanding, empowering them to invest in the necessary efforts to enhance their personal and professional characteristics, thereby fostering impactful and inspiring teaching and learning for their students.

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“…[4] Further, students have low physical activity levels and difficulty handling stress and interpersonal relations. [5,6,7,8] Therefore, supporting these young adults with healthy lifestyle practices through appropriate health promotion initiatives, implemented on an ongoing basis, could reduce their risk for NCDs, including mental health challenges. [9,10,11] At the HEI, health promotion strategies could be provided through various curricular, co-curricular and extracurricular activities.…”

Section: Introductionmentioning

confidence: 99%

The Impact of On-Campus Health Promotion Activities on Healthy Lifestyle Behaviours of Indian University Students

Gore

Yeravdekar

Menon

2023

APJHM

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Background: A paucity of information exists on the impact of health-promoting activities conducted in low-and-middle-income country settings including Indian Higher Education Institution (HEI). Health promoting universities offer a variety of on-campus health promotion activities to improve the health and lifestyle of the university students. However, the information on the impact of such programmes are scanty. Aim: The study aimed to assess the university students' Health-Promoting Lifestyle Profiles (HPLP) before and after exposure to the ongoing on-campus health promotional activities for one year. Methods: All freshmen admitted to an international university in India, with campuses across the major cities, were enrolled in the study. The study was conducted in two phases; phase 1 assessed the baseline existing HPLP scores of these students and phase 2 investigated the impact of on-campus health promotion activities for one year on the HPLP scores, a proxy for healthy lifestyle behaviour. Results: The total HPLP scores differed significantly between the two phases (137.9 vs 130.9; p=0.000). Similarly, a significant increase in physical activity scores between the two phases was observed (17.8 vs 19.5; p=0.000). A gender-wise comparison of total and sub-scale HPLP scores of phase I reported significantly higher total HPLP, health responsibility, nutrition, and interpersonal sub-scale scores in females; and significantly higher physical activity scores in males (18.5 vs 17.3; p=0.000). In phase 2, females had significantly higher scores in total HPLP, nutrition, interpersonal, and physical activity sub-scale scores. In both phases females had significantly higher total HPLP scores than males (Phase 1: 137.6 vs 139.8; p=0.000; Phase 2 130.6 vs 131.3; p=0.000). Conclusions: A gender-wise difference on the impact of on-campus health promoting activities with higher impact on females was observed. A more focused, systematic and targeted approach through curricular, co-curricular and extracurricular courses may further improve the HPLP scores of Indian university students.

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Students’ perspective on higher educators: interpersonal relationship matters

Cited by 3 publications

References 43 publications

Students’ experience of interpersonal interactions quality in e-Learning: A qualitative research

Students’ experience of interpersonal interactions quality in e-Learning: A qualitative research

The Big Five in Education: Unveiling the Personality Traits that Makes Educators Inspiring

The Impact of On-Campus Health Promotion Activities on Healthy Lifestyle Behaviours of Indian University Students

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