Reframing Online Classroom Management: Toward Enhanced Undergraduate Teaching and Learning

Junxiang Zhou, Marilou M. Saong

Abstract


Technological advances have made virtual classroom teaching a reality. Although research into online classroom management is critical, current research in this area, particularly in higher education classroom management, is insufficient. The study determined which online classroom management strategies teachers believe are most beneficial to students at various levels of academic performance. A questionnaire based on the online classroom management mode framework was used to collect data from 74 teachers and 491 undergraduate students. A Chi-square test revealed that the preferences of teachers and students for online classroom management behaviours were statistically significant (p<0.05). Analysis of variance revealed that teachers of various teaching ages have the same views on online classroom management modes, and undergraduates with varying GPAs have the same preference for the online classroom management mode. Online classroom managers of all teaching ages believe that a slightly interventionist style of interaction benefits students' academic performance the most. Undergraduates, on the other hand, prefer the interactive online classroom management mode, regardless of academic level. Students prefer teachers who offer more interaction, communication, collaborative decision-making and motivation when learning online. The findings further suggest that, while the online environment is unique, the effective classroom management strategies in the online environment are the same as those considered effective in the face-to-face classroom. It should be noted that classroom management strategies encompass a multitude of factors. Therefore, relying solely on the dimensions of personality, teaching, and discipline may not provide a comprehensive assessment of the overall effectiveness of online classroom management. Further research should focus on refining and expanding the evaluation framework for online classroom management modes to address these limitations, and enhance the understanding of this field.

https://doi.org/10.26803/ijlter.22.5.21


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