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Online Derslerde Eğitmen-Öğrenci Etkileşiminin Değerlendirilmesi: Öğretim Görevlilerinin Bakış Açısı / Evaluation of The Instructor-Student Interaction in Online Classes: Instructors' Perspective

Year 2022, Volume: 13 Issue: 4, 99 - 112, 31.08.2022

Mehmet Saraç Mehmet Doğan

https://doi.org/10.19160/e-ijer.1122570

Abstract

Covıd-19 salgını nedeniyle, neredeyse dünya çapında okullar ve üniversiteler kapatıldığından öğrenme süreci yüz yüze öğrenmeden çevrimiçi öğrenmeye geçmek zorunda kalmıştır. Pandemi kısıtlamalarından sonra birçok eğitim kurumunun yüz yüze derslere alternatif olarak online ders vermeye devam ettiği ya da öğrencilerin hem yüz yüze hem de online derslerinin olduğu hibrit programları uygulamaya başladığı görülmektedir. Yüz yüze öğrenmeden çevrimiçi öğrenmeye geçişle birlikte öğrenme süreci farklı açılardan ve farklı düzeylerde etkilenmiştir ve eğitmenler ve öğrenciler arasındaki etkileşimin beklenen seviyelerde sürdürülmesi daha zor hale gelmiştir. öğrenciler çevrimiçi öğrenme sürecinde pek çok farklı nedenden dolayı etkileşimden kaçınma eğilimi sergilemektedirler ya da öğretim elemanlarının öğrencileriyle sağlıklı bir etkileşim kurmasının önünde bazı engeller bulunmaktadır. Bu betimsel çalışma, ingilizce öğretim görevlilerinin deneyimlerini ve algılarını keşfederek, çevrimiçi sınıflarda öğretmen-öğrenci etkileşimine ilişkin eğitmenlerin değerlendirmelerini, uygulayıcıların karşılaştığı zorlukları ve eğitim planlamacıları, politika yapıcılar ve diğer ilgili paydaşlar için önerilerini incelemeyi amaçlamıştır. Araştırmada nitel bir araştırma yaklaşımı benimsenmiştir. Katılımcılar, bir devlet üniversitesinin yabancı diller yüksekokulunda görev yapan 17 öğretim görevlisidir. Nitel verileri toplamak için yarı yapılandırılmış görüşmeler yapılmıştır. Veriler içerik analizi prosedürleri takip edilerek analiz edilmiştir. Bulgular, çevrimiçi sınıflardaki etkileşim sorunlarına ilişkin boyutları ortaya çıkarmıştır; öğretim elemanlarının karşılaştıkları zorluklardan dolayı çevrimiçi derslerde etkileşime ilişkin olumsuz algılarının olduğu ortaya çıkmıştır. Nitel veriler ışığında bu araştırma, karar vericiler ve uygulayıcılar için; öğrencilerin derslere katılım düzeylerinin puanlamalara dahil edilmesi ve öğretim görevlilerine çevrimiçi derslerde etkileşim kurma alanında hizmet-içi eğitimler planlanması gibi değerli öneriler sunmaktadır.

Keywords

Etkileşim Çevrimiçi sınıflar Yabancı dil olarak İngilizce İngilizce öğretim görevlileri

Supporting Institution

Herhangi bir kurum desteği mevcut değildir

References

  • Al-Fudail, M., & Mellar, H. (2008). Investigating teacher stress when using technology. Computers & Education, 51(3), 1103–1110. https://doi.org/10.1016/j.compedu.2007.11.004
  • Andersen, J. C. (2013). Learner satisfaction in online learning: An analysis of the perceived impact of learner-social media and learner-instructor interaction (Doctoral dissertation, East Tennessee State University).
  • Angelo, T. A. (1993). A" Teacher's dozen. AAHE Bulletin, 45(8), 3-7.
  • Bakker, A., & Wagner, D. (2020). Pandemic: lessons for today and tomorrow? Educational Studies in Mathematics, 104(1), 1–4. https://doi.org/10.1007/s10649-020-09946-3
  • Bayrak, M. , Aydemir, M. & Karaman, S. (2017). An Investigation of the Learning Styles and the Satisfaction Levels of the Distance Education Students. Cukurova University Faculty of Education Journal, 46 (1), 231-263. DOI: 10.14812/cuefd.310022
  • Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). New York: Longman.
  • Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları . Açıköğretim Uygulamaları ve Araştırmaları Dergisi , 6 (2) , 11-53 . Retrieved from https://dergipark.org.tr/tr/pub/auad/issue/55662/761354
  • Cengiz, Ö., & Çakır, H. (2016). Developing pedagogical practices in Turkish classrooms. Creative Education, 7(03), 506.
  • Comas-Quinn, A., de Los Arcos, B., & Mardomingo, R. (2012). Virtual learning environments (VLEs) for distance language learning: shifting tutor roles in a contested space for interaction. Computer Assisted Language Learning, 25(2), 129–143. https://doi.org/10.1080/09588221.2011.636055
  • Compton, L. K. (2009). Preparing language teachers to teach language online: a look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73–99. https://doi.org/10.1080/09588220802613831
  • Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
  • Curtis, D. D., & Lawson, M. J. (2019). EXPLORING COLLABORATIVE ONLINE LEARNING. Online Learning, 5(1). https://doi.org/10.24059/olj.v5i1.1885
  • Dagarin, M. (2004). Classroom Interaction and Communication Strategies in Learning English as a Foreign Language. ELOPE: English Language Overseas Perspectives and Enquiries, 1(1–2), 127–139. https://doi.org/10.4312/elope.1.1-2.127-139
  • Dickey, M. (2004). The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based distance-learning environment. Open Learning: The Journal of Open, Distance and e-Learning, 19(3), 279–291. https://doi.org/10.1080/0268051042000280138
  • Gentles, S., Charles, C., Ploeg, J., & McKibbon, K. A. (2015). Sampling in Qualitative Research: Insights from an Overview of the Methods Literature. The Qualitative Report. https://doi.org/10.46743/2160-3715/2015.2373
  • Grgurović, M. (2013). An application of the Diffusion of Innovations theory to the investigation of blended language learning. Innovation in Language Learning and Teaching, 8(2), 155–170. https://doi.org/10.1080/17501229.2013.789031
  • Hampel, R. (2009). Training teachers for the multimedia age: developing teacher expertise to enhance online learner interaction and collaboration. Innovation in Language Learning and Teaching, 3(1), 35–50. https://doi.org/10.1080/17501220802655425
  • Hampel, R., & Stickler, U. (2012). The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL, 24(2), 116–137. https://doi.org/10.1017/s095834401200002x
  • Harsch, C., Müller-Karabil, A., & Buchminskaia, E. (2021). Addressing the challenges of interaction in online language courses. System, 103, 102673. https://doi.org/10.1016/j.system.2021.102673
  • Huth, T. (2011). Conversation Analysis and Language Classroom Discourse. Language and Linguistics Compass, 5(5), 297–309. https://doi.org/10.1111/j.1749-818x.2011.00277.x
  • İnce, E. Y., Kabul, A., & Diler, İ. (2020). The opinions of academicians on distance education during the COVID-19 pandemic. Educational practices during the COVID-19 viral outbreak: International perspectives, 107.
  • Jerković, J., Komaromi, B., & Rakić, D. (2022). The Effects Of Online English Classes On Students' Motivation To Learn the English Language. Folia Linguistica et Litteraria, XIII(39), 335–352. https://doi.org/10.31902/fll.39.2022.17
  • Keskin, M. & Özer Kaya, D. (2020). COVID-19 Sürecinde Öğrencilerin Web Tabanlı Uzaktan Eğitime Yönelik Geri Bildirimlerinin Değerlendirilmesi . İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi , 5 (2) , 59-67 . Retrieved from https://dergipark.org.tr/tr/pub/ikcusbfd/issue/55773/754174
  • Kocayiğit, A. & Uşun, S. (2020). MİLLİ EĞİTİM BAKANLIĞINA BAĞLI OKULLARDA GÖREV YAPAN ÖĞRETMENLERİN UZAKTAN EĞİTİME YÖNELİK TUTUMLARI (BURDUR İLİ ÖRNEĞİ). Avrasya Uluslararası Araştırmalar Dergisi, 8 (23) , 285-299 . DOI: 10.33692/avrasyad.662503
  • Koç, E. (2020). An Evaluation of Distance Learning in Higher Education through the Eyes of Course Instructors. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi , 3 (1) , 25-39 . Retrieved from https://dergipark.org.tr/tr/pub/akuned/issue/52842/673438
  • Kruk, M. (2012). Using Internet Resources in Teaching English Subsystems: An Autonomous Approach. Journal of Language Teaching and Research, 3(6). https://doi.org/10.4304/jltr.3.6.1088-1097
  • Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35–50. https://doi.org/10.1016/j.iheduc.2013.10.001
  • Lei, X. (2009). Communicative Teacher Talk in the English Classroom. English Language Teaching, 2(1). https://doi.org/10.5539/elt.v2n1p75
  • Li, D. (2022). The Shift to Online Classes during the Covid-19 pandemic: Benefits, Challenges, and Required Improvements from the Students' Perspective. Electronic Journal of E-Learning, 20(1), pp1-18. https://doi.org/10.34190/ejel.20.1.2106
  • Lin, C. H., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75–85. https://doi.org/10.1016/j.compedu.2017.05.014
  • Lomicka, L. (2020). Creating and sustaining virtual language communities. Foreign Language Annals, 53(2), 306–313. https://doi.org/10.1111/flan.12456
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. 3rd.
  • Oducado, R. M., Rabacal, J., Moralista, R., & Tamdang, K. (2021). Perceived Stress Due to COVID-19 Pandemic Among Employed Professional Teachers. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3743860
  • Pandey, S. K. (2021). Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice. Technolearn An International Journal of Educational Technology, 11(1). https://doi.org/10.30954/2231-4105.01.2021.1
  • Paudel, P. (2020). Online Education: Benefits, Challenges and Strategies During and After COVID-19 in Higher Education. International Journal on Studies in Education, 3(2), 70–85. https://doi.org/10.46328/ijonse.32
  • Quezada, R. L., Talbot, C., & Quezada-Parker, K. B. (2020). From Bricks and Mortar to Remote Teaching: A Teacher Education Program's Response to COVID-19. Journal of Education for Teaching, 46(4), 472–483. https://doi.org/10.1080/02607476.2020.1801330
  • Riffell, S., & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & Education, 44(3), 217–235. https://doi.org/10.1016/j.compedu.2004.01.005
  • Rivers, W. M. (1987). Interactive language teaching. Cambridge University Press, New York, NY
  • Sahu, P. (2020). Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus. https://doi.org/10.7759/cureus.7541
  • Shackelford, J. L., & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner to learner interaction. The International Review of Research in Open and Distributed Learning, 13(4), 228. https://doi.org/10.19173/irrodl.v13i4.1339
  • Sinclair, John McHardy, and David Brazil. Teacher talk. Oxford University Press, 1982.
  • Song, H., Kim, J., & Luo, W. (2015). Teacher-student relationship in online classes: A role of teacher self-disclosure. Computers in Human Behavior, 54, 436–443. https://doi.org/10.1016/j.chb.2015.07.037
  • Toprakçı, M.S., Hepsöğütlü, Z. B. & Toprakçı, E. (2021) The perceptions of students related to the sources of problems in distance education during the covid-19 epidemic (example of İzmir Anatolian High School. E-International Journal of Pedandragogy (e-ijpa) 1(2), 41-61. Doi: https://trdoi.org/10.27579808/e-ijpa.4
  • Walker, J. (2007). Service climate in New Zealand English language centres. Journal of Educational Administration, 45(3), 315–338. https://doi.org/10.1108/09578230710747839
  • Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh University Press. Warschauer, M. (1998). Electronic literacies: Language, culture, and power in online education. Routledge.
  • Xiao, J. (2017). Learner-content interaction in distance education: The weakest link in interaction research. Distance Education, 38(1), 123–135. https://doi.org/10.1080/01587919.2017.1298982
  • York, C. S., & Richardson, J. C. (2012). Interpersonal Interaction in Online Learning: Experienced Online Instructors' Perceptions of Influencing Factors. Journal of Asynchronous Learning Networks, 16(4), 83-98. https://doi.org/10.24059/olj.v16i4.229

Evaluation of The Instructor-Student Interaction in Online Classes: Instructors' Perspective / Online Derslerde Eğitmen-Öğrenci Etkileşiminin Değerlendirilmesi: Öğretim Görevlilerinin Bakış Açısı

Year 2022, Volume: 13 Issue: 4, 99 - 112, 31.08.2022

Mehmet Saraç Mehmet Doğan

https://doi.org/10.19160/e-ijer.1122570

Abstract

Due to the COVID-19 pandemic, the learning process shifted from face-to-face to online 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 implementing 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 instructor-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 courses due to the challenges they faced. In light of the qualitative data, the present research offers valuable suggestions for decision-makers and practitioners, such as considering the learners' participation in assessments and providing in-service training programs for EFL instructors.

Keywords

Interaction Online classes English as a Foreign language EFL instructors

References

  • Al-Fudail, M., & Mellar, H. (2008). Investigating teacher stress when using technology. Computers & Education, 51(3), 1103–1110. https://doi.org/10.1016/j.compedu.2007.11.004
  • Andersen, J. C. (2013). Learner satisfaction in online learning: An analysis of the perceived impact of learner-social media and learner-instructor interaction (Doctoral dissertation, East Tennessee State University).
  • Angelo, T. A. (1993). A" Teacher's dozen. AAHE Bulletin, 45(8), 3-7.
  • Bakker, A., & Wagner, D. (2020). Pandemic: lessons for today and tomorrow? Educational Studies in Mathematics, 104(1), 1–4. https://doi.org/10.1007/s10649-020-09946-3
  • Bayrak, M. , Aydemir, M. & Karaman, S. (2017). An Investigation of the Learning Styles and the Satisfaction Levels of the Distance Education Students. Cukurova University Faculty of Education Journal, 46 (1), 231-263. DOI: 10.14812/cuefd.310022
  • Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). New York: Longman.
  • Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları . Açıköğretim Uygulamaları ve Araştırmaları Dergisi , 6 (2) , 11-53 . Retrieved from https://dergipark.org.tr/tr/pub/auad/issue/55662/761354
  • Cengiz, Ö., & Çakır, H. (2016). Developing pedagogical practices in Turkish classrooms. Creative Education, 7(03), 506.
  • Comas-Quinn, A., de Los Arcos, B., & Mardomingo, R. (2012). Virtual learning environments (VLEs) for distance language learning: shifting tutor roles in a contested space for interaction. Computer Assisted Language Learning, 25(2), 129–143. https://doi.org/10.1080/09588221.2011.636055
  • Compton, L. K. (2009). Preparing language teachers to teach language online: a look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73–99. https://doi.org/10.1080/09588220802613831
  • Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
  • Curtis, D. D., & Lawson, M. J. (2019). EXPLORING COLLABORATIVE ONLINE LEARNING. Online Learning, 5(1). https://doi.org/10.24059/olj.v5i1.1885
  • Dagarin, M. (2004). Classroom Interaction and Communication Strategies in Learning English as a Foreign Language. ELOPE: English Language Overseas Perspectives and Enquiries, 1(1–2), 127–139. https://doi.org/10.4312/elope.1.1-2.127-139
  • Dickey, M. (2004). The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based distance-learning environment. Open Learning: The Journal of Open, Distance and e-Learning, 19(3), 279–291. https://doi.org/10.1080/0268051042000280138
  • Gentles, S., Charles, C., Ploeg, J., & McKibbon, K. A. (2015). Sampling in Qualitative Research: Insights from an Overview of the Methods Literature. The Qualitative Report. https://doi.org/10.46743/2160-3715/2015.2373
  • Grgurović, M. (2013). An application of the Diffusion of Innovations theory to the investigation of blended language learning. Innovation in Language Learning and Teaching, 8(2), 155–170. https://doi.org/10.1080/17501229.2013.789031
  • Hampel, R. (2009). Training teachers for the multimedia age: developing teacher expertise to enhance online learner interaction and collaboration. Innovation in Language Learning and Teaching, 3(1), 35–50. https://doi.org/10.1080/17501220802655425
  • Hampel, R., & Stickler, U. (2012). The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL, 24(2), 116–137. https://doi.org/10.1017/s095834401200002x
  • Harsch, C., Müller-Karabil, A., & Buchminskaia, E. (2021). Addressing the challenges of interaction in online language courses. System, 103, 102673. https://doi.org/10.1016/j.system.2021.102673
  • Huth, T. (2011). Conversation Analysis and Language Classroom Discourse. Language and Linguistics Compass, 5(5), 297–309. https://doi.org/10.1111/j.1749-818x.2011.00277.x
  • İnce, E. Y., Kabul, A., & Diler, İ. (2020). The opinions of academicians on distance education during the COVID-19 pandemic. Educational practices during the COVID-19 viral outbreak: International perspectives, 107.
  • Jerković, J., Komaromi, B., & Rakić, D. (2022). The Effects Of Online English Classes On Students' Motivation To Learn the English Language. Folia Linguistica et Litteraria, XIII(39), 335–352. https://doi.org/10.31902/fll.39.2022.17
  • Keskin, M. & Özer Kaya, D. (2020). COVID-19 Sürecinde Öğrencilerin Web Tabanlı Uzaktan Eğitime Yönelik Geri Bildirimlerinin Değerlendirilmesi . İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi , 5 (2) , 59-67 . Retrieved from https://dergipark.org.tr/tr/pub/ikcusbfd/issue/55773/754174
  • Kocayiğit, A. & Uşun, S. (2020). MİLLİ EĞİTİM BAKANLIĞINA BAĞLI OKULLARDA GÖREV YAPAN ÖĞRETMENLERİN UZAKTAN EĞİTİME YÖNELİK TUTUMLARI (BURDUR İLİ ÖRNEĞİ). Avrasya Uluslararası Araştırmalar Dergisi, 8 (23) , 285-299 . DOI: 10.33692/avrasyad.662503
  • Koç, E. (2020). An Evaluation of Distance Learning in Higher Education through the Eyes of Course Instructors. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi , 3 (1) , 25-39 . Retrieved from https://dergipark.org.tr/tr/pub/akuned/issue/52842/673438
  • Kruk, M. (2012). Using Internet Resources in Teaching English Subsystems: An Autonomous Approach. Journal of Language Teaching and Research, 3(6). https://doi.org/10.4304/jltr.3.6.1088-1097
  • Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35–50. https://doi.org/10.1016/j.iheduc.2013.10.001
  • Lei, X. (2009). Communicative Teacher Talk in the English Classroom. English Language Teaching, 2(1). https://doi.org/10.5539/elt.v2n1p75
  • Li, D. (2022). The Shift to Online Classes during the Covid-19 pandemic: Benefits, Challenges, and Required Improvements from the Students' Perspective. Electronic Journal of E-Learning, 20(1), pp1-18. https://doi.org/10.34190/ejel.20.1.2106
  • Lin, C. H., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75–85. https://doi.org/10.1016/j.compedu.2017.05.014
  • Lomicka, L. (2020). Creating and sustaining virtual language communities. Foreign Language Annals, 53(2), 306–313. https://doi.org/10.1111/flan.12456
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. 3rd.
  • Oducado, R. M., Rabacal, J., Moralista, R., & Tamdang, K. (2021). Perceived Stress Due to COVID-19 Pandemic Among Employed Professional Teachers. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3743860
  • Pandey, S. K. (2021). Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice. Technolearn An International Journal of Educational Technology, 11(1). https://doi.org/10.30954/2231-4105.01.2021.1
  • Paudel, P. (2020). Online Education: Benefits, Challenges and Strategies During and After COVID-19 in Higher Education. International Journal on Studies in Education, 3(2), 70–85. https://doi.org/10.46328/ijonse.32
  • Quezada, R. L., Talbot, C., & Quezada-Parker, K. B. (2020). From Bricks and Mortar to Remote Teaching: A Teacher Education Program's Response to COVID-19. Journal of Education for Teaching, 46(4), 472–483. https://doi.org/10.1080/02607476.2020.1801330
  • Riffell, S., & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & Education, 44(3), 217–235. https://doi.org/10.1016/j.compedu.2004.01.005
  • Rivers, W. M. (1987). Interactive language teaching. Cambridge University Press, New York, NY
  • Sahu, P. (2020). Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus. https://doi.org/10.7759/cureus.7541
  • Shackelford, J. L., & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner to learner interaction. The International Review of Research in Open and Distributed Learning, 13(4), 228. https://doi.org/10.19173/irrodl.v13i4.1339
  • Sinclair, John McHardy, and David Brazil. Teacher talk. Oxford University Press, 1982.
  • Song, H., Kim, J., & Luo, W. (2015). Teacher-student relationship in online classes: A role of teacher self-disclosure. Computers in Human Behavior, 54, 436–443. https://doi.org/10.1016/j.chb.2015.07.037
  • Toprakçı, M.S., Hepsöğütlü, Z. B. & Toprakçı, E. (2021) The perceptions of students related to the sources of problems in distance education during the covid-19 epidemic (example of İzmir Anatolian High School. E-International Journal of Pedandragogy (e-ijpa) 1(2), 41-61. Doi: https://trdoi.org/10.27579808/e-ijpa.4
  • Walker, J. (2007). Service climate in New Zealand English language centres. Journal of Educational Administration, 45(3), 315–338. https://doi.org/10.1108/09578230710747839
  • Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh University Press. Warschauer, M. (1998). Electronic literacies: Language, culture, and power in online education. Routledge.
  • Xiao, J. (2017). Learner-content interaction in distance education: The weakest link in interaction research. Distance Education, 38(1), 123–135. https://doi.org/10.1080/01587919.2017.1298982
  • York, C. S., & Richardson, J. C. (2012). Interpersonal Interaction in Online Learning: Experienced Online Instructors' Perceptions of Influencing Factors. Journal of Asynchronous Learning Networks, 16(4), 83-98. https://doi.org/10.24059/olj.v16i4.229
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Details

Primary Language English
Subjects Studies on Education
Journal Section Issue Articles
Authors

Mehmet Saraç 0000-0002-6639-9726

Mehmet Doğan 0000-0001-5744-8744

Early Pub Date August 31, 2022
Publication Date August 31, 2022
Published in Issue Year 2022Volume: 13 Issue: 4

Cite

APA Saraç, M., & Doğan, M. (2022). Evaluation of The Instructor-Student Interaction in Online Classes: Instructors’ Perspective / Online Derslerde Eğitmen-Öğrenci Etkileşiminin Değerlendirilmesi: Öğretim Görevlilerinin Bakış Açısı. E-Uluslararası Eğitim Araştırmaları Dergisi, 13(4), 99-112. https://doi.org/10.19160/e-ijer.1122570
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