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- Title
Evaluation of The Instructor-Student Interaction in Online Classes: Instructors' Perspective.
- Authors
Saraç, Mehmet; Doğan, Mehmet
- 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 decisionmakers and practitioners, such as considering the learners' participation in assessments and providing in-service training programs for EFL instructors.
- Publication
E-International Journal of Educational Research, 2022, Vol 13, Issue 4, p99
- ISSN
1309-6265
- Publication type
Academic Journal
- DOI
10.19160/eijer.1122570