The effects on the student-teacher relationship in a one-to-one technology classroom

Higgins, Kevin; BuShell, Shawna

doi:10.1007/s10639-017-9648-4

Cited by 10 publications

(8 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The risk element may be in the shape of distrust in the pedagogical alliance that demotivates the students in the course of learning; teachers are more consciously motivated for their personal benefit, i.e., paycheck, recognition, and promotion rather than the furtherance of the institutional mission/image [ 58 ]. Hence, inclusiveness is vital between students’ trust in teachers and learning [ 21 ], which requires both teachers and students to trust each other in order for both parties to realise their potential [ 22 ]. Moreover, trust has been used as a mediator in research [ 59 ], and a positive mediation is endorsed in the described study.…”

Section: Theory Inference Hypotheses Development and Conceptual Frameworkmentioning

confidence: 99%

“…Students evaluate and trust teachers’ competence in relation to their gains in terms of emotional and cognitive learning [ 21 ]. Therefore, when teachers are warm and emotionally supportive, they provide students with a sense of trust, connectedness with the institutional environment, sense of security to explore new ideas and take risks, increased motivation, academic achievement, better retention, satisfaction from studies, and a positive climate in the learning environment, all of which are fundamental to SLOs [ 22 ]. Furthermore, Leighton, Guo [ 23 ], asked the future researchers to devise learning parameters by taking into account students’ trust in teachers and their empathetic behaviour in HEIs.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education

Shafait

Khan²,

Sahibzada

et al. 2021

PLoS ONE

View full text Add to dashboard Cite

The purpose of this empirical study is to investigate the effects of Emotional Intelligence (EI) on learning outcomes (social, cognitive, self-growth outcomes and satisfaction with the university experience) of students in Chinese research universities. This study further examines the mediating role of student trust in teachers (emotional and cognitive learning) and learning orientation (commitment to learning) in the relationship between EI and learning outcomes. This intent of this study was to examine the direct effects of learning outcomes on students’ academic efficacy (cognitive skills and standardised tests). This study used a sample frame of 454 students from research universities in China. The relationships were tested through the partial least squares’ structural equation modelling method. The results reveal that EI has a significant impact on learning outcomes. Furthermore, an indirect relation between EI and learning outcomes is established through student trust in teachers and in the learning orientation. The direct relation between learning outcomes and student academic efficacy is also established. There is a lack of studies that investigate the relationship of EI, student trust in teachers, learning orientation, learning outcomes and student academic efficacy. This is one of the initial research studies that not only empirically examine the interface of EI and learning outcomes of students of Higher Education Institutions (HEIs) but offers insights into the existing literature by concurrent investigation of the mediating role of student trust in teachers and in the learning orientation in fundamental association, while explaining the association between learning outcomes and students’ better academic efficacy.

show abstract

Section: Theory Inference Hypotheses Development and Conceptual Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education

Shafait

Khan²,

Sahibzada

et al. 2021

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…Internasjonale studier og reviewer av en-til-en klasserommet har lagt vekt på implementering av teknologien (Fleischer, 2017;Penuel, 2006;Selwyn, Nemorin, Bulfin, & Johnson, 2017;Vu, Fredrickson, & Gaskill, 2019), laeringsutbytte til elevene (Bebell & Kay, 2010;Oliver & Corn, 2008;Zheng, Warschauer, Lin, & Chang, 2016) og hvordan undervisningen og laeringen oppleves av elever og laerere (Bergström, Mårell-Olsson, & Jahnke, 2019;Doron & Spektor-Levy, 2019;Harper & Milman, 2016;Heath, 2017;Higgins & BuShell, 2018;Kaufman & Kumar, 2018). En rekke studier påpeker at en-til-en klasserommet er relatert til mer elevsentrerte arbeidsformer og økt individuelt arbeid med vekt på meta-kognitive ferdigheter (Varier et al, 2017).…”

Section: Hva Sier Forskningen Om Det Nye Laeremiddellandksapet?unclassified

På nye veier: læremidler og digitale verktøy fra kunnskapsløftet til fagfornyelsen

Gilje¹

2021

NPT

View full text Add to dashboard Cite

“…According to recent research, during the last decade digital classroom environments have reached the point where each student has access to one or more devices connected to a wireless network ( [3], [4] and [5]). Harper and Milman [6] reported in their review of 10 years of literature, that by utilizing this potential, it is possible to achieve more meaningful individualized instruction.…”

Section: Related Workmentioning

confidence: 99%

Towards a New Tool for Individualized Content Delivery in Classrooms

Jakobsen

Nyborg

Valente

2021

Learning and Collaboration Technologies: New Challenges and Learning Experiences

View full text Add to dashboard Cite

This paper focuses on orchestration in the digital, augmented classroom, and in particular the challenges involved with content individualization, and on individualized content delivery to a live classroom. The lack of widely adopted efficient digital tools in this area is established via a systematic e-learning literature review and a survey of existing software tools. Mixed methods are used to investigate current orchestration practices and tools adopted by teachers in secondary education institutions in Denmark and Norway. Based on these initial findings, a prototype for a distributed orchestration tool was designed, implemented, and tested using a variation of an A/B experiment, with a group of university students. Test data and post-test interviews showed that the tool was well received and usable even at this early development stage. An interesting discrepancy emerged in our triangulated data about the efficiency in the test tasks: the participants' perceived, and self-reported, that performance efficiency was lower than what we measured, a phenomenon common when investigating tacit knowledge in practices. These results are discussed, as well as problems with the current prototype and future lines of research.

show abstract

The effects on the student-teacher relationship in a one-to-one technology classroom

Cited by 10 publications

References 11 publications

An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education

An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education

På nye veier: læremidler og digitale verktøy fra kunnskapsløftet til fagfornyelsen

Towards a New Tool for Individualized Content Delivery in Classrooms

Contact Info

Product

Resources

About