Teacher-student interactions in the student social network (Shad): a qualitative approach

Document Type : Research Paper

Authors

1 PhD Student in Curriculum Studies, University of Birjand, Birjand, Iran.

2 Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran.

Abstract

Social networks are considered as the most effective mass communication space in the world today, which despite the epidemic of Quayd-19 disease and the reduction of real communication and the closure of schools, their role has become more colorful and despite its limited life has a relatively high penetration rate among youth and children. One of these platforms is Shad Network. The structure of the Shad educational network is the same as the structure of a real school, and students enter the virtual classroom and follow the process of teaching and learning that is, in this space, teacher and students interact with each other, but the type of interaction with real space is different. The teaching and learning process can be considered as the result of the interaction of components such as teacher, student and content (and materials). If we accept that interaction plays a fundamental and important role in the teaching and learning process, e-learning, using emerging technologies, provides extensive interactions for accessing extensive information as well as communication. Information and communication technologies make modern education more accessible learning. Information and communication technologies make modern education more accessible learning. Social networks have changed the way people communicate, the way they interact, and the ability to create and share information with the rest of the world, and have become a daily occurrence. Social networks maintain, develop, and build interpersonal relationships based on the creation of personal profile in which accessible information is disseminated and shared by everyone on the social network. Social networks have gradually emerged as a new way of communicating between teachers and students, mainly in education, and have become an important means of communication. One of the undiscovered aspects of open learning is the ongoing interaction within the student body using social media. The use of social networks provides an opportunity for teachers and students to be in constant contact in interacting with regular classrooms and creating new teaching and learning spaces. However, this new reality has sparked debate over whether teachers and students should interact in this way, and has led some officials to restrict or even ban such communication. Proponents of teacher-student interaction through social media argue for the freedom of expression of teachers and students, the inevitability of the phenomenon, and the educational potential of social media. As the number of teachers with social media profiles increases, the possibility of teacher-student interaction increases; therefore, if teachers want to take advantage of social media learning opportunities, every teacher and student must interact with them. Therefore, the present study was conducted to identify and analyze teacher-student interactions in the social network of (Shad) students in Ilam. The research method was ethnographic and descriptive. The literal meaning of ethnography is a description of people and cultures. Culture is a central concept in ethnographic research. Scientific ethnographic research, based on the existing methodologies in the humanities, can be done in a wider range, in which there is a quantitative idea on one side and a qualitative idea on the other. The initial framework for identifying teacher-student interactions was designed. The study population was the elementary students of Ilam city in Shad network, which among them 32 students were observed through purposeful sampling method based on the saturation rule of participatory type and semi-structured in-depth interviews. This research led to the identification and explanation of teacher-student interactions in the student social network (Shad). Analysis of how to create interaction between teacher and students in Shad Network showed that most of the interviewees stated that interaction in Shad Network is in the form of lectures. In this method, the researcher has categorized the code of participatory interaction method. This method is more useful than the previous method in socializing students, but it is not complete. Some of the interviewees also stated that in the third method, the interaction in the online classroom is friendly. In this way, in addition to interactive engagement, students are even allowed to joke and talk with each other, allowing students to engage in extracurricular interactions. In this way, the class is held in a friendly way. According to researchers, this method is the best interactive method, but in analyzing the necessary skills to create interaction between teacher and students in a Shad network; Some of the interviewees stated that the essential interactive and communication skills in online classes only include listening correctly, paying full and accurate attention to the teacher, typing, asking the right questions, and getting the purpose right. Codifies the core skills of lesson interaction (teaching and learning). But some have also believed that in addition to the above skills; Must have the skills to be able to communicate friendly with the teacher and classmates, self-confidence, speaking skills and the ability to communicate sincerely with classmates and the teacher and other skills that the student has in the classroom and school. Generally; Findings showed that according to the observations and expression of media, creating interaction between teacher and students in the Shad network is done in three ways: interaction by preacher and listener, interaction by participatory method and interaction by friendly method. Also essential communication and interaction skills in a Shad network; The main skills are interaction (teaching and learning) and communication and friendship skills; But in terms of media, the platforms that teachers use to create interaction for technology students are incentives and open spaces and give students the opportunity to interact. In the end, it is suggested: 1- Teachers and students should be encouraged through participatory and friendly interactions to expand and strengthen the interactive spirit in the context of online networks with the dual function of teaching and learning and strengthening interaction. 2- Providing the necessary bases for students to interact and take advantage of the prevalence of coronary heart disease to change the traditional teaching method and enter the new and participatory teaching. 3- Establishing training workshops for teachers to get acquainted with the teaching method in virtual networks and empower them in the methods of interaction in social networks is recommended.

Keywords

Main Subjects


Abbasi, F., Hejazi, G., & Hakimzadeh, R. (2016). The Living Experience of Primary School Teachers of Teaching Opportunities and Challenges in Students' Educational Network (Shad): A Phenomenological Study. Scientific Quarterly of Research Teaching. Eighth year, third issue - autumn 2016. [In Persian].
Akcaoglu, M., & Bowman, N. D. (2016). Using Instructor-led Facebook Groups to Enhance Students’Perceptions of Course Content. Computers in Human Behavior, 65, 582.
Albayrak, D., & Yildirim, Z. (2015). Using social networking sites for teaching and learning: Students' involvement in and acceptance of Facebook® as a course management system. Journal of Educational Computing Research 52(2):155-179.
Amigud, A., & Lancaster, T. (2019). I will pay someone to do my assignment: An analysis of market demand for contract cheating services on twitter. Assess. Eval. High. Educ45, 541–553.
Asterhan, C., & Rosenberg, H. (2015). The Promise, Reality and Dilemmas of Secondary School Teacher-Student Interactions in Facebook: The Teacher Perspective. Computers & Education, 85, 134-148.
Bowler, G. M. Jr., (2010). Netnography A Method Specifically Designed to Study Cultures and Communities Online, The Qualitative Report, 15 (5),1270- 1275.
Chen, S.-Y., Kuo, H.-Y., & Hsieh, T. (2019). New literacy practice in a facebook group: The case of a residential learning community. Comput. 134, 119– 131.
Chromey, K. J., Duchsherer, A., Pruett, J., & Vareberg, K. (2016). Double[1]edged sword: social media use in the classroom.Educational Media International, 53(1), 1-12.
Daria, B., Zafer, B., Dmitry, K., Nadezhda, A., Victoria, L., & Anna, R. (2020) Online Group Student Peer-Communication as an Element of Open Education. Future Internet 2020, 12, 143; doi:10.3390/fi12090143.
DeLassus, C., & Anido Freire, N., (2014). Access to the luxury brand myth in pop-up stores: A nanographic and semiotic analysis. Journal of Retailing und Consumer Services, 21(1), 61-68. Ean, L. C., & Lee, T. P. (2016). Educational Use of Facebook by Undergraduate Students in Malaysia Higher Education: A Case Study of a Private University. Social Media and Technology, 1(1), 1-8.
Gómez, M., Roses, S., & Farias, P. (2012). El uso académico de las reads socials en universitarios. Comunicar,19(38), 131-138.
Ha, C., & Lee, S. (2019). Elementary teachers’ beliefs and perspectives related to smart learning inSouth Korea. Smart Learn. Environ. 6(1), 3.
Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding Students' Perceptions of the Benefits ofOnline Social Networking Use for Teaching and Learning. Internet and Higher Education, 26, 1-9. doi:10.1016/j.iheduc.2015.02.004.
Hargreaves, A., & Fullan, M. (2013). Mentoring in the new millennium. Theory into Practice, 39(1), 50-57.
Henry, D. S., Wessinger, W. D., Meena, N. K., Payakachat, N., Gardner, J. M., & Rhee, S.W. (2020).Using a Facebook group to facilitate faculty-student interactions during preclinical medical education: A retrospective survey analysis. BMC Med. Educ. 20, 1–10. [CrossRef].
Hershkovitz, A., & Forkosh-Baruch, A. (2013). Student-Teacher Relationship in the Facebook Era: the Student Perspective. International Journal of Continuing Engineering Education and Life Long Learning, 23(1), 33-52. 115 ?
Langer. R., & Bechman. S. C. (2005). Sensitive research topics: netnography revisited. Qualitative Marlct Rescarch: An International Journal. 82). pp189-203.
Maafi, H. (2019). A study of the strengths and weaknesses of the "Shad" network of the website. http://sedayemoallem.ir/ item/19387. [In Persian].
Mohammadi, R., Hosseini, B., Karimi, Y., & Ahmad Doost, H. (2019). Modeling in Psychotherapy and Counseling to Present Hermeneutic Methodology Quarterly Journal of Clinical Psychology Studies, No. 4, Volume 3. [In Persian].
Najafi, H., (2020). Comparison of the effects of blended and traditional teaching methods in learning. Research in Medical Education, 11(2), 54-63. [In Persian].
Namita, Miss P.P. (2012). Role of Education in Social Change. International Educational E-Journal, Volume-I, Issue-II, Jan-Feb-Mar.
Parhizi, R., Zamani, B., & Asemi, A. (2014). Challenges of Virtual Learning. Journal of Educational Technology, 7, 40-43. [In Persian].
Patall, E.A., Cooper, H., & Wynn, S.R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology,102(4),896-915. doi: 10.1037/a0019545.
Pouya, A., & Maleki, Z. (2012), Qualitative Strategy of Ethnographic Research: Concept, Paradigm, Characteristics and Complementary Issues, Quarterly Journal of Police Organizational Development, No. 41, Volume 9. [In Persian].
Razak, NA., Saeed, M., & Ahmad, Z. (2013). Adopting Social Networking Sites as interactive communities among English foreign language learners in writing: Opportunities and challenges. English Language Teaching.;6(11): 187- 198.
Schneider, F. W., Coutts, L. M., & Gruman, J. A. (2012). Applied social psychology: Understanding and addressing social and practical problems. (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Teclehaimanot, B., & Hickman, T. (2011). Student-Teacher Interaction on Facebook: What Students Find Appropriate. Tech Trends, 55(3), 19-30. doi:10.1007/s11528-011-0494-8.
UNESCO. (2013). Revisiting Learning: The treasure within. Assessing the influence of the 1996 Delors report’.
Vaddahir, A. (2010). Combining the Results of Qualitative Analyzes and Cultural Studies of Reality with Illusion, Leaf of Culture, No. 22, Volume 1. [In Persian].
Wentzel, K. (2009). Students’ relationships with teachers as motivational contexts. In K.
Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 301–322). Mahwah, NJ: Erlbaum.
Yazd Khasti, B., Adlipour, S., & Sepehri, A. (2013). Content Analysis of Facebook Social Network Pages and Groups with Habermas Public Domain Theory Volume 2, Number 1. [In Persian].
Zamani, B., Butcher, B., & Jabil Ameli, J. (2019). A study of strengths, weaknesses, opportunities and threats facing smart schools. Quarterly Journal of Educational Innovations, No. 36, Year 9 of Winter 2016. [In Persian]