OPTIMAL SOCIAL RELATIONS BETWEEN TEACHERS AND STUDENTS IN ONLINE LEARNING: A STUDY EXPLORING STUDENTS' PERSPECTIVES
Main Article Content
Keywords
Online learning, Social relations, cooperation, individualized attention, involvement, socio-emotional bonding.
Abstract
The study was to determine students’ perceptions towards social relations between teachers and them during online learning at the time of the covid-19 lockdown. The research was conducted using the survey method by giving questionnaires to 415 students of higher education. The findings reveal that teachers asked about students’ well-being before starting the lecture to give a warm-up to learning. They were concerned about the technical issues related to audio/video in case any student was confronted. Teachers encouraged them to provide and seek responses to the learning queries in order to make the class interactive. It is concluded that social relations between students and teachers in terms of cooperation, individualized attention, involvement, and socio-emotional bonding in online learning have been perceived positively by students
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https://doi.org/10.32678/loquen.v13i2.3555
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26. Rodríguez-Planas, N. (2022). Hitting where it hurts most: Covid-19 and low-income urban college students. Economics of Education Review, 87, 102233. https://doi.org/10.1016/j.econedurev.2022.102233
27. Savery, J. R. (2009, November 30). Be vocal: Characteristics of successful online instructors. Journal of Interactive Online Learning. https://eric.ed.gov/?id=EJ938844
28. 28 - Wut, T., & Xu, J. (2021). Person-to-person interactions in online classroom settings under the impact of covid-19: A social presence theory perspective. Asia Pacific Education Review, 22(3), 371–383. https://doi.org/10.1007/s12564-021-09673-1
29. 29 .Xue, E., Li, J., & Xu, L. (2020). Online education action for defeating COVID-19 in China: An analysis of the system, mechanism and Mode. Educational Philosophy and Theory, 54(6), 799–811. https://doi.org/10.1080/00131857.2020.1821188 Villa Castaño, L. E., Durán, W. F., & Arohuanca
30. 30- Villa Castaño, L. E., Durán, W. F., & Arohuanca Percca, P. A. (2022). Perception of the quality of remote lessons in the time of covid-19: A comparative study in Latin America quality of remote lessons in the context of covid-19. PLOS ONE, 17(6). https://doi.org/10.1371/journal.pone.0268966
31. 31 . Zulfikar, A. F., Muhidin, A., Pranoto, Suparta, W., Trisetyarso, A., Abbas, B. S., & Kang, C. H. (2019). The effectiveness of online learning with Facilitation Method. Procedia Computer Science, 161, 32–40. https://doi.org/10.1016/j.procs.2019.11.096
2. 2.Al-Maskari, A., Al-Riyami, T., & Kunjumuhammed, S. K. (2022). Students academic and social concerns during COVID-19 pandemic. Education and Information Technologies, 27(1), 1–21. https://doi.org/10.1007/s10639-021-10592-2
3. Benningfield, M., Potter, M., & Bostic, J. (2015). Educational Impacts of the Social and Emotional Brain., 24(2), 261–275. https://doi.org/10.1016/j.chc.2014.12.001 .
4. 4. Blondy, L. C. (2007). Evaluation and application of andragogical assumptions to the adult online learning environment. Journal of interactive online learning, 6(2), 116-130.
5. Chuter, C (2019). The importance of social connection in schools. https://theeducationhub.org.nz/social-connection/#_edn.
6. Cost, P. (2012). Building relationships in online classes by incorporating letter writing, buddy systems, and teaching and utilizing proper netiquette. In NATIONAL SOCIAL SCIENCE PROCEEDINGS Volume 46# 2 National Technology and Social Science Conference, 2011 (p. 67).
7. 7.Delahunty, J., Verenikina, I., & Jones, P. (2013). Socio-emotional connections: Identity, belonging and learning in online interactions. A literature review. Technology, Pedagogy and Education, 23(2), 243–265. https://doi.org/10.1080/1475939x.2013.813405
8. Dhawan, S. (2020). Online learning: A panacea in the time of covid-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
9. Drescher, A., Valido, A., Woolweaver, A. B., & Espelage, D. L. (2022). Teacher concern during COVID-19: Associations with classroom climate. School Psychology Review, 1–13. https://doi.org/10.1080/2372966x.2022.2064727
10. Duraku, Z. H., & Hoxha, L. (2020). The impact of COVID-19 on education and on the well-being of teachers, parents, and students: Challenges related to remote (online) learning and opportunities for advancing the quality of education. Manuscript submitted for publication]. Faculty of Philosophy, University of Prishtina.
11. 11.Eith, C & Trump, K. (2019). Why Social Bonding is a School-Safety Priority. https://www.ascd.org/el/articles/why-social-bonding-is-a-school-safety-priority.
12. Fadillah, D. N., & Indriani, L. (2022). The Impact of Teaching Practice for EFL Learners in TEFL Class: Thrill or Delight. In English Language and Literature International Conference (ELLiC) Proceedings (Vol. 5, pp. 588-600). https://doi.org/10.32678/loquen.v13i2.3555
13. Gupta, R., Aggarwal, A., Sable, D., Chahar, P., Sharma, A., Kumari, A., & Maji, R. (2021). Covid-19 pandemic and online education: Impact on students, parents and teachers. Journal of Human Behavior in the Social Environment, 32(4), 426–449. https://doi.org/10.1080/10911359.2021.1909518
14. Gupta, A., & Pathania, P. (2020). To study the impact of google classroom as a platform of learning and collaboration at the Teacher Education Level. Education and Information Technologies, 26(1), 843–857. https://doi.org/10.1007/s10639-020-10294-1
15. Hagedorn, R. L., Wattick, R. A., & Olfert, M. D. (2021). “My entire world stopped”: College students’ psychosocial and academic frustrations during the COVID-19 pandemic. Applied Research in Quality of Life, 17(2), 1069–1090. https://doi.org/10.1007/s11482-021-09948-0
16. Khanna, D., & Prasad, A. (2020). Problems faced by students and teachers during online education due to COVID-19 and how to resolve them. 2020 6th International Conference on Education and Technology (ICET). https://doi.org/10.1109/icet51153.2020.9276625
17. Lantz-Andersson, A., Lundin, M., & Selwyn, N. (2018). Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups. Teaching and Teacher Education, 75, 302–315. https://doi.org/10.1016/j.tate.2018.07.008
18. Literat, I. (2021). “teachers act like we’re robots”: Tiktok as a window into youth experiences of online learning during COVID-19. AERA Open, 7, 233285842199553. https://doi.org/10.1177/2332858421995537
19. Mahmood, S. (2020). Instructional strategies for online teaching
in
Technologies, 3(1), 199–203. https://doi.org/10.1002/hbe2.218
20. McInnerney, J. M., & Roberts, T. S. (2004). Online learning: Social interaction and the creation of a sense of community. Journal of Educational Technology & Society, 7(3), 73-81.
21. Mensch, S. (2017). Improving Distance Education Through Student Online Orientation Classes. Global Education Journal, 2017(1).
22. Mintu-Wimsatt, A., Kernek, C., & Lozada, H. R. (2010). Netiquette: Make it part of your syllabus. MERLOT Journal of Online Learning and Teaching, 6(1), 264-267.
23. Nugroho, A. D. (2020). How e-learning deals with higher education during the pandemic in Indonesia. Loquen: English Studies Journal, 13(2), 51.
https://doi.org/10.32678/loquen.v13i2.3555
24. Peterson, P. W. (2001). The debate about online learning: Key issues for writing teachers. Computers and Composition, 18(4), 359–370. https://doi.org/10.1016/s8755-4615(01)00068-8
25. Raymond, A., Jacob, E., Jacob, D., & Lyons, J. (2016). Peer learning a pedagogical approach to enhance online learning: A qualitative exploration. Nurse Education Today, 44, 165–169. https://doi.org/10.1016/j.nedt.2016.05.016
26. Rodríguez-Planas, N. (2022). Hitting where it hurts most: Covid-19 and low-income urban college students. Economics of Education Review, 87, 102233. https://doi.org/10.1016/j.econedurev.2022.102233
27. Savery, J. R. (2009, November 30). Be vocal: Characteristics of successful online instructors. Journal of Interactive Online Learning. https://eric.ed.gov/?id=EJ938844
28. 28 - Wut, T., & Xu, J. (2021). Person-to-person interactions in online classroom settings under the impact of covid-19: A social presence theory perspective. Asia Pacific Education Review, 22(3), 371–383. https://doi.org/10.1007/s12564-021-09673-1
29. 29 .Xue, E., Li, J., & Xu, L. (2020). Online education action for defeating COVID-19 in China: An analysis of the system, mechanism and Mode. Educational Philosophy and Theory, 54(6), 799–811. https://doi.org/10.1080/00131857.2020.1821188 Villa Castaño, L. E., Durán, W. F., & Arohuanca
30. 30- Villa Castaño, L. E., Durán, W. F., & Arohuanca Percca, P. A. (2022). Perception of the quality of remote lessons in the time of covid-19: A comparative study in Latin America quality of remote lessons in the context of covid-19. PLOS ONE, 17(6). https://doi.org/10.1371/journal.pone.0268966
31. 31 . Zulfikar, A. F., Muhidin, A., Pranoto, Suparta, W., Trisetyarso, A., Abbas, B. S., & Kang, C. H. (2019). The effectiveness of online learning with Facilitation Method. Procedia Computer Science, 161, 32–40. https://doi.org/10.1016/j.procs.2019.11.096
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Published
Nov 10, 2022
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How to Cite
Meenakshi Dwivedi, & Rambabu Singh. (2022). OPTIMAL SOCIAL RELATIONS BETWEEN TEACHERS AND STUDENTS IN ONLINE LEARNING: A STUDY EXPLORING STUDENTS’ PERSPECTIVES. Journal of Population Therapeutics and Clinical Pharmacology, 29(02), 257-267. https://doi.org/10.53555/jptcp.v29i02.3803
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Author Biographies
Meenakshi Dwivedi
Assistant Professor Department of B.Ed./M.Ed.M.J.P. Rohilkhand University, Bareilly
Rambabu Singh
Assistant Professor Department of B.Ed./M.Ed.M.J.P. Rohilkhand University, Bareilly,
UP, India
How to Cite
Meenakshi Dwivedi, & Rambabu Singh. (2022). OPTIMAL SOCIAL RELATIONS BETWEEN TEACHERS AND STUDENTS IN ONLINE LEARNING: A STUDY EXPLORING STUDENTS’ PERSPECTIVES. Journal of Population Therapeutics and Clinical Pharmacology, 29(02), 257-267. https://doi.org/10.53555/jptcp.v29i02.3803