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This research uses the structural equation modeling (SEM) analysis to find the correlation between the variables of Teaching effectiveness, Teacher behavior and affective learning and that of Student motivation in learning, Teacher immediacy and learning outcomes and Student learning outcomes. A model is built so that to confirm that teachers produ...
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The purpose of this study was to see the effectiveness of students' learning motivation on learning outcomes using the reciprocal teaching-learning model. The method used in this research is quantitative. In this study, the instruments used are questionnaires and tests, where the independent and dependent variables will use a questionnaire, and lea...
Against the backdrop of the kinds of competences sought after in the work life today, such as problem solving and critical thinking, we argue that institutions of higher education are wise to pay attention to the quality of student engagement, and the quality of their learning. One aspect that presumably needs to develop is epistemic beliefs, which...
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Objective: The objective of this study is to introduce short stories and motivational messages on soft skills in pharmacy didactic courses to improve classroom engagement. Methods: Surveys were then conducted on the impact of students’ understanding of soft skills and their impact on classroom engagement. Results: The survey results from the two cl...
Citations
... Lecturers can use specific cues to decrease the perceived distance between teachers and learners, impacting the learning environment and student outcomes (Ai and Giang, 2018). Kim and Thayne (2015) conducted a comparative study on online video-based instruction, implementing relation-building strategies such as a warm tone, colloquiums, encouragement, praise, and personal anecdotes. ...
Despite the widespread use of synchronous technologies in online and distance learning environments, it is still challenging for distance educators to use effective pedagogical strategies and ensure the best possible interaction for undergraduate students. Within science disciplines, teaching and learning are particularly challenging due to not being co-located with actual experimental equipment in laboratory or field settings. Compared to face-to-face practical work, socio-emotional challenges can exist in distance practical work. For instance, face-to-face settings make feedback, rapport and relationship-building more readily available whereas interaction and support may be hampered, delayed, or require frequent fostering in an online or distance learning environment. Several interactive learning environments can mitigate these challenges. For example, students and lecturers can converse in real-time using webcasting technologies as a way to observe practical work and enhance cognitive and affective engagement. Team-teaching and effective communication strategies can provide pedagogical and social synergy as well as increased student interaction and engagement. This study investigates the teaching roles and communication strategies teaching teams used in interactive web broadcasts across five undergraduate practical science and technology modules at a distance-learning university. Using a qualitative approach, the study used interaction analysis methods to analyse 14 web broadcast transcripts and text-chat logs. Focus groups, semi-structured interviews and questionnaire data from the teaching teams and students were conducted to gain a fuller picture of experiences using and engaging with web broadcasts. Results show that affective communication strategies predominated the web broadcasts although the most frequent was a cognitive strategy. The use of these strategies varied depending on the role that the teaching team occupied during the web broadcasts. Triangulation, which was applied to confirm the results from various methods, showed that the strategies used satisfied the interests and expectations of the students. The results are applicable to other distance and conventional campus-based institutions that offer courses in practical science and technology as well as those that deliver courses via synchronous delivery methods with a focus on student engagement and practical work.
... Furthermore, we noticed some indications that immediacy behaviors will influence students beyond their motivation and probably interact with their learning outcomes-with moderate correlations identified with higher students' achievements. A probable explanation for this might be that the immediacy behaviors that teachers exhibit in interactions with students can inspire students to become more attentive, which in turn improves students' achievements (Mazer, 2013;York, 2013;Ai and Giang, 2018). ...
... Employing verbal and non-verbal actions, teachers can increase the psychological intimacy between themselves and their students, which contributes to increased student motivation (Averbeck et al., 2006;Richmond et al., 2008). A higher degree of students' motivation can increase their learning outcomes, which is the ultimate goal of any educational system (Allen et al., 2006;Ai and Giang, 2018;Gholamrezaee and Ghanizadeh, 2018;Pishghadam et al., 2019;Derakhshan, 2021). Furthermore, the review's outputs may also be informative for teacher educators. ...
In instructional-learning contexts, the relationship between teacher verbal and non-verbal immediacy and student motivation has gained increasing attention. However, no systematic research has been done to review the empirical studies conducted on the impact of teacher immediacy on students' motivation. Hence, the aim of the present study was to systematically review the available literature on different types of teacher immediacy and student motivation. Some common databases were searched and 30 eligible manuscripts were identified. With regard to the key features of the included studies, the review's findings were categorized into different sections, namely “the measures of teacher immediacy employed,” “the measures of student motivation employed,” “designs,” and “educational contexts”. The main findings of the studies were also discussed. The reviewed studies pointed to positive associations between teacher immediacy and student motivation. Finally, limitations of the included studies are discussed and some practical directions for further research are offered, accordingly.
Affinity-seeking measures employed by high school teachers in Thailand were measured using the Non-verbal Immediacy Behaviors Instrument (Richmond et al., 1987) and the Verbal Immediacy Behaviors Instrument (Gorham, 1988). In all, 437 first-year university students rated a teacher of their choice from high school. Results, for the most part, replicated studies conducted at various educational levels ranging from high school to university and on-line with locations worldwide, primarily the Mid-west in the US, with the exception of two factors: a negative relationship was found between the use of names and affinity-seeking success, whereas the use of touch reflected a positive attribute. Thai-cultural norms, both within and outside of an education environment help to explain these two anomalies to a certain extent in terms of the special relationships between juniors and seniors, students and teachers and the desire not to lose face and to remain calm at all times, both central to the social fabric in Thailand.
