Reviewing the Interactions Between Instructors and Students in Online Education
- DOI
- 10.2991/assehr.k.210824.020How to use a DOI?
- Keywords
- Online Education Development, Blended Learning, Online Interaction, Teachers and Students, Synchrony, Flexibility, Self-reflection
- Abstract
Online education has been increasingly frequently used in recent years, especially because of the influence that the Covid-19 had brought. However, the problem still exists since there are not enough interactions between teachers and students. In order to analyze the effects on online courses, our group adopts a qualitative, conversation analysis approach to explore the instructors’ and students’ interactive efforts to improve students’ learning efficiency. To analyze its details, we reviewed some literatures about the interactions between teachers and students. Through this procession, it reveals that 1) synchrony as well as asynchrony modes have won increasing popularity among people as our society makes overwhelming progress; 2) teachers who have distinctive characteristics of flexibility, synchrony, and self-reflection play a dominant role in E-learning. 3) teachers are encouraged to be facilitators to guide students’ learning by giving feedback or questioning during the class to help students. To sum up, interactions in online education settings will positively influence students’ learnings, which should be encouraged and utilized in future classes.
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Yiyang Hu AU - Siyuan Sang AU - Chen Meng PY - 2021 DA - 2021/08/25 TI - Reviewing the Interactions Between Instructors and Students in Online Education BT - Proceedings of the 2021 International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2021) PB - Atlantis Press SP - 88 EP - 93 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210824.020 DO - 10.2991/assehr.k.210824.020 ID - Hu2021 ER -