The Interaction between Teachers and Learners in a Classroom Learning Environment - Research Paper Example

The Impact of Learning Technology on the Interaction between Teachers and Learners in a Classroom Learning Environment: Conceptual Framework Table of Contents Table of Contents ii Introduction 1 Purpose, aims and research questions 2 Background 3 Representation of conceptual (theoretical) framework 4 Research method 9 Application of the framework 10 Conclusion 14 References 15 Introduction This is a conceptual framework for an action research in education on the different ways in which learning technologies affect the interaction between teachers and students within a classroom learning environment. The framework is divided into several distinct sections, each one of them presenting different information as follows. First is the section that provides information about the aims, objectives and purpose of the research. In the second section, background information to the research is presented. In this section a brief overview of the theoretical background of the research is presented. Also, a critical overview of the paradigm to be used in the research and how it ties to the literature review is presented in this section. This is followed by a theoretical framework for the research as well as a graphical representation of the conceptual framework that will be used in the research. Different theories upon which the research is based are presented in the theoretical framework. Additionally, a detailed description of all the elements included in the graphical representation of the conceptual framework is described in this section. The explanation is based not only on the research paradigm to be used in the research but also on the findings from the review of academic literature on the subject. The last section of this conceptual framework contains information about how the developed framework is applicable to the action research. Focus is on showing different ways in which different learning technologies affect interaction between teachers and learners in a classroom learning environment. Purpose, aims and research questions Essentially, the purpose of the research is to examine different ways in which the use of learning technologies affects the way teachers and learners interact with each other within a classroom learning environment. The research will provide a comprehensive framework on how technology interacts with specific components of the learning environment to not only enhance the interaction between the teachers and learners but the entire learning process also. The framework seeks to illuminate different ways in which learning technology interacts with different processes by which learners and teachers interact with each other during the process of learning within the classroom environment. Such knowledge is important in enhancing the overall performance of the learning environment in the form of adopting specific learning technologies as a way of enhancing the outcomes of the learning process. In the framework, learning is viewed as being made up of three distinct components: the learning environment, the learning process and the learning outcomes. All these processes are linked to each other through complex interrelationships. On one hand is the learning process which can be said to be made up of different activities that are carried out as part of learning. On the other hand, learning outcomes can be understood in terms of the knowledge, behaviour and skills that can be demonstrated as a result of the learning activities. Lastly, the learning environment, which forms the central idea for this conceptual framework, can be understood in terms of different aspects that form the surrounding in which learning takes place. These include the following: the teacher, the learners, the knowledge and lastly, the media used in the learning process. Since all these components of the classroom learning environment interact with each other differently, learning technology bears different impacts on each of the components of the classroom learning environment. The following is the research question used. 1. What are the specific ways in which learning technology affects the four aspects of interaction between teachers and learners: communication, instruction, skills and tasks, within a classroom learning environment? Background Generally, education action research entails a professional and formal examination of different aspects in one’s classroom or general school environment (Schmuck, 2008, p. 1). In theory, there are different types of action research in education. These are outlined as follows. The first one is traditional action research in which the key purpose is to seek resolution of an issue within a system. The second type is collaborative action research in which the main objectives are to reform the learning curriculum, develop the research skills of the teachers and reform the school practices and traditions (Cunningham, 2011, p. 3). The third type of educational action research is the critical emancipatory type which is entirely based on the critical theory and works to reform the entire social structure (Ary, Jacobs, Razavieh & Sorensen, 2009, p. 515). Since this research will be conducted based on a collaborative process, the reflection will be in the form of understanding the whole meaning of the phenomenon under investigation based on the data collected. Through the process of interpretation and deliberation, it is believed that the research will result into a new level of communication within the school community. Finally, the research will be grounded in the social constructivism theory of learning. Under this theory, learning is seen as a process that arises from individual interpretations of both formal and informal experiences (Beck & Kosnik, 2012, p. 10). This way, learners are allowed to reflect on the learning process and become part of it. Therefore, the research will be carried out as a self-reflective inquiry which will be done with the aim of improving the practice of teacher and student interactions within a classroom learning environment. There are several advantages that arise from using this paradigm. One important benefit is that this approach is based on carrying out the research as a school-wide action research. This is because data for the research will be collected formally and subjected to formal analysis and interpretation. This way, the findings of the research will be useful in improving the way teachers and students interact with each other within the classroom learning environment in the entire school. This is because it has been the practice in education research to differentiate between the classroom learning environment with its distinct characteristics of the interaction between teachers and students from the general school environment (Fraser, 2012, p. 9). Representation of conceptual (theoretical) framework Theoretically, this framework is based on the Lepo framework, which conceptualises learning as being made up of three key components: the environment, the process and the outcomes (Phillips, McNaught & Kennedy, 2010, p. 2). This framework borrows heavily from three theoretical developments in the field of technology in education. These are as follows: (1) Laurillard’s conversational framework; (2) the learning-centred evaluation framework; and (3) Bigg’s 3-P model of process, products and presage. In this theoretical framework, the learning environment is made up of the setting of the school, the structure of the curriculum and the individual material being delivered to students. Secondly, under this framework, the learning process provides a means by which students interact with the learning environment in carrying out the specific activities required of them (Chauhan, 2009, p. 4). One important thing recognised about the learning process is that interaction may be between the learners and the technology that is applicable in different formats and functions. The third component under this framework is the learning outcomes which refer to the specific things that students are expected to demonstrate as a result of their interaction with the learning environment in the course of the learning process. There is a close relationship between the way the teacher interacts with learners and a positive learning environment within the classroom (Creemers, Kyriakides & Antoniou, 2012, p. 121). This is because the teacher is able to initiate and maintain desired interactions with students whose overall result is a positive learning environment that enhances the specific activities undertaken and the overall outcome of the process. At a general level, there have been several studies that have been carried out to establish the efficiency of a classroom environment. Such studies have identified different characteristics such as standards, safety, orderliness, fairness and clarity that can be used to describe a positive learning environment within a classroom (Marjoribanks, 2002, p. 107). It is from this theoretical framework that the conceptual framework of different ways in which learning technologies have an impact on the classroom environment is developed. The classroom learning environment is seen in terms of two primary aspects: the students and the teacher. These elements interact with each other in specific processes and ways that may be differ from one context to another. The interrelationships between the students and teachers which forms their interaction is shown in the diagram below. Diagram indicating different aspects which make up the interaction between teachers and students within a classroom learning environment Each of the elements indicated in the diagram above are linked to the paradigm and the literature reviewed for the study. This is described in the sections that follow. To begin with, the teacher interacts with the learner from the perspective of the teacher being the point of reference for the required knowledge while the learner receives the knowledge from the teacher and offers feedback in return (Jarvis, 2005, p. 33). As such, the teacher uses specific strategies to pass the material down to the students. In addition to this primary function, the teacher is required to perform a number of other different tasks within the learning environment of a classroom. These include instructing the students, ensuring order within the classroom and dealing with specific needs of individual students during the process of learning. It is by carrying out these functions that the teacher interacts with the students in specific ways that affect the entire learning process and outcomes. On the other hand, students interact amongst themselves during the process of learning within a classroom. During this process, learners are able to engage in a mutual exchange of ideas with each other since they share more or less similar concepts and levels of understanding (Frey, Fisher & Everlove, 2009, p. 38). It is through this process that the learners, with the aid of the prior knowledge, are able to understand what is being passed down to them by the teacher. There are several ways in which the interaction between teachers and students within a classroom environment occurs. The first way in which teachers and students interact within the classroom learning environment is through the learning tasks. During the process of learning, specific assignments are given to students as a way of facilitating their learning. Generally, tasks are administered with specific goals in mind (Tanni & Sormunen, 2008, p. 895). These goals, which include transferring knowledge and reinforcing specific concepts, are meant to stimulate cognitive activity among students. The second way in which teachers interact with students within a classroom learning environment is through the instructional strategy that is employed. This may either be direct or collaborative in nature. There are variations between the two methods. For instance, in direct instruction, the focus is on the teacher to regulate the process of learning by taking into account the prior knowledge of the learners when introducing new knowledge. This is in contrast with the collaborative type of learning in which students have a more important role in the process of learning as compared to direct instruction. The third way in which the interaction between teachers and students within a classroom learning environment occurs is through the teaching skills employed. Essentially, teachers are well trained to understand the behaviour and needs of their students. Also, teachers, through their training, acquire specific skills related to their subject areas and to the learning methods used within different contexts. It is these two approaches that are combined by teachers as a way of professionally managing all activities taking place within the classroom during the process of learning. It is not just specific knowledge skills that teachers require for their successful interaction with students, general communication skills and questioning skills are equally important aspects for teachers within a classroom context. It is by using such skills that teachers are able to interact within the learners in the course of the learning process. The fourth way of interaction between the teacher and the students is the communication tools that are used within the classroom context. Primarily, the teacher communicates instructions to students during the learning process by verbal means. In addition to this primary tool of communication between the teacher and the learners are other tools of communication. Such tools include the chalk board, the white board and other electronic devices which may be used to ease communication between the teacher and the learners within a classroom setting. Research method In order to identify different effects of learning technologies on the interaction between teachers and students within the classroom learning environment, a school-wide survey study will be carried out. The survey will elicit responses from a teachers, students and parents on different ways in which learning technologies affect the interaction between teachers and students within the context of a classroom. Also, since both quantitative and qualitative data will be collected from the respondents, the analytical methods used will be quantitative and qualitative ones. Other qualitative data will be collected from teachers in the school. Interviews will be conducted to evaluate their opinions about how different learning technologies affect the way they relate with their students within the classroom learning environment. For students, a survey will be conducted to elicit their responses about how different learning technologies affect their relationship with their teachers within the context of a classroom. The survey questions will seek to elicit the responses of the students on how interesting they find the use of different learning technologies during their classes. For the development of this conceptual framework, secondary qualitative data was essentially used. First a review of published literature on the general subject of the impact of learning technology on the learning environment was done. The aim was to gain a general understanding of the findings of different studies on the subject in general. The review of academic literature was also done to gain a general understanding of different frameworks that have already been developed about the general subject of the impact of technology on learning. After collecting data from different sources, a conceptual model for understanding the effect of different learning technologies on the interaction between teachers and students in a classroom learning environment was developed. The model, which is based on the theoretical framework of different components of the learning environment, identifies four key variables of the interaction between teachers and students: skills, communication, instruction and tasks. These will form the basis of analysing the effects of different learning technologies on the overall interaction between teachers and students in a classroom learning environment. Application of the framework In general, the effect of learning technologies on the practice, quality and general outcome of the education process has received considerable academic attention (Haughey, 2002, p. 4). In a study by Stoel and Lee (2003, p. 366) on factors that influence the extent to which students accept and adopt learning technologies using the technology acceptance model, identified the external environment, ease of use and the general attitude towards the technologies as the main factors There are several ways in which different learning technologies affect the classroom learning environment. This happens because of the influence that different learning technologies have on different aspects and relationships that make up the classroom learning environment. When applied to the theoretical framework developed before, it can be seen that by influencing specific ways in which teachers and learners interact, learning-based technologies affect the three major components of the entire learning process. The different ways in which these technologies influence the interaction between students and learners within a classroom environment are presented in the sections that follow. To begin with, there is a close relationship between learning technologies and instructional strategies used by teachers in the course of learning. In general, increased use of learning technologies results into changes in the approaches and strategies that are used by teachers (Mehlenbacher, 2010, p. 145). These changes may occur in several ways, key among them being in the form of teachers becoming more willing than before to tackle material that was erstwhile considered difficult. Also, with increased used of learning technologies, teachers exhibit changes in their strategies in the form of increasing the number of activities carried out in class, changing the level of complexity and amount of assignments offered to students and showing readiness to share information about the learning material with their students. Another key area in which use of learning technologies affects the interaction between teachers in the form of the strategies employed is seen in the amount of resources that teachers are able to access and effectively use in their instruction strategies. Generally, when teachers use learning technologies, they tend to repackage the learning materials into different forms which include their own additions. In addition to the traditional learning materials in the form of textbooks and other resources, teachers use learning technologies as secondary sources of teaching materials. It is from this additional source of materials that changes in the instructional strategies used by teachers within a classroom environment occur. Apart from influencing the instructional strategies that teachers use when interacting with students, learning technologies affect the way teacher and students communicate with each other within the context of a classroom environment. This occurs in several ways. For instance, increased usage of learning technologies in student-centred learning environments increases the level of motivation and engagement exhibited by the learners (Stockwell, 2013, p. 171). In such an environment, teachers are able to use various forms of technology to enhance the level of collaboration and engagement required. This is necessary for teachers to maintain constant communication with their students. Further, with the use of learning technologies, students get empowered in that they are able to participate in a wide range of activities during the process of learning. Therefore, technology in general is used to enhance the way teachers interact with their students. Through the use of different learning technologies, teachers are able to improve their instructional strategies, increase the amount of tasks that are given to students and communicate much effectively with their students within the context of a classroom. It can be seen that the different ways in which technology affects the relationship between teachers and students within the classroom learning environment are in agreement with the findings in studies conducted earlier on the subject. What is important though is that many of the studies conducted on the subject tend to identify the general impact that use of different learning technologies has on the general learning environment. For example, Gilmore and Halcomb (2005, n.pag) identified three ways in which enhanced use of learning technologies improves the performance of students. It is seen that by increasing the level of collaboration between students and teachers on one hand and amongst the students themselves on the other, use of different learning technologies enhances the overall performance of students. Further, Liang, Huang and Tsai (2012, p. 355) found a complex interaction between teachers, students and interactive whiteboards in the learning process within the context of a classroom. It is observed that this relationship is evidenced by enhancing three kinds of interaction between teacher and students: physical interaction, conceptual interaction and technical interaction. Additionally, the boards enhance the level of interaction between students and teachers by providing a means by which teachers successfully fulfil multiple roles within the context of a classroom. These roles include coaching, observation and facilitation (Liang et al. 2012, p. 358). Lastly, it is observed that interaction between students and teachers is enhanced when the boards are used in that the level of interactivity among students is enhanced at three levels: at the individual, group and at the level of the entire class. This means that as much as technology enhances collaboration and general interaction within the classroom, its use enables students to improve their overall performance in class. Finally, the results of the research will be useful in several ways. To begin with, knowledge about different ways in which learning technologies affect several aspects of teacher-student interaction within the classroom learning environment will be useful in increasing the knowledge base for teaching within the school. Secondly, the process of carrying out the research will contribute to overall staff development in the form of an improvement in research and other professional skills. Lastly, the findings of the research will be beneficial to the entire school community in that the knowledge that will be generated will be shared among different stakeholders, thus improving both the academic and social curriculum within the school. Conclusion This conceptual framework is based on an action research on understanding the effects of different learning technologies on the interaction between teachers and students within a classroom learning environment. From the foregoing, several conclusions can be drawn. These are outlined as follows. First, the research, which will be carried out in the form of a school-wide survey, will seek to generate knowledge about different ways in which learning technologies affect the way teachers and students interact during learning within classrooms. Second, it can be seen that the conceptual framework is based on different theories of the learning environment, most notably the learning process outcome model. Under this model, learning is seen as being made up of three key components: the environment, process and outcome. It is based on the environment component of learning that this conceptual framework identifies several aspects that define the interaction between teachers and students within a classroom learning environment. In the developed model, interaction between teachers and students is conceptualised to occur around four different phenomena: the teaching skills employed by the teachers, the instructional strategies used by the teachers, the communication tools used within the classroom and the learning tasks that teachers give to students. Third, it can be seen that the elements of interaction between teachers and students identified in the framework interact with technology in different ways. One important area of application arising from the framework is that the different learning technologies are meant to improve and facilitate the way teachers interact with their students. References Ary, D., Jacobs, L., Razavieh, A. & Sorensen, C. (2009). Introduction to research in education. 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