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Online versus Classroom Teaching: Differences and Specificities in Teacher-Student Interaction Processes

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Title: Online versus Classroom Teaching: Differences and Specificities in Teacher-Student Interaction Processes
Language: English
Authors: Francesca Giovanna Maria Gastaldi, Claudio Longobardi, Ali Ijaz, Sofia Mastrokoukou, Michele Settanni
Source: Online Learning. 2026 30(1):114-137.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Electronic Learning, Online Courses, Web Based Instruction, In Person Learning, Conventional Instruction, Differences, Teacher Student Relationship, Interaction, Classroom Environment, Elementary School Teachers, Elementary School Students, Educational Benefits, Learning Processes, Classroom Techniques, Feedback (Response), Educational Quality, Age Differences, COVID-19, Pandemics, Distance Education, Student Needs
Geographic Terms: Italy
Assessment and Survey Identifiers: Classroom Assessment Scoring System
ISSN: 2472-5749
2472-5730
Abstract: The introduction of information and communication technologies (ICT) in elementary education has radically changed the way of teaching and learning in recent decades. In addition, the recent acceleration in the use of online learning due to the pandemic period has increased the reliance on these teaching methods. Online learning has become a popular teaching practice in recent years in parallel with traditional teaching, yet there are still few studies in the literature that delve into a comparison between the two learning situations and in particular studies focusing on these methods within the elementary education are scarce. The purpose of this study is to examine the characteristics of student-to-student and student-to-teacher interactions that occur in online learning as compared to typical face-to-face classroom interactions, with a specific focus on the elementary school level. The quality of teacher-student interactions was measured using the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008). Elementary students were selected from 36 classes ranging from second to fifth grade. The total sample included 769 students (48% male). The majority of teachers were female (N = 31, 86%). The study shows that online teaching can have positive or negative effects on the quality of interaction between teachers and students, depending on the dimensions considered and the age of the participants. This study helps to highlight the differences and specificities of interaction and learning processes in the two situations (online and face-to-face): online teaching seems to improve positive climate, behavior management, and didactic learning formats, while face-to-face teaching seems to provide greater teacher sensitivity and better-quality feedback.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508019
Database: ERIC
FullText Links:
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  Data: Online versus Classroom Teaching: Differences and Specificities in Teacher-Student Interaction Processes
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  Data: <searchLink fieldCode="AR" term="%22Francesca+Giovanna+Maria+Gastaldi%22">Francesca Giovanna Maria Gastaldi</searchLink><br /><searchLink fieldCode="AR" term="%22Claudio+Longobardi%22">Claudio Longobardi</searchLink><br /><searchLink fieldCode="AR" term="%22Ali+Ijaz%22">Ali Ijaz</searchLink><br /><searchLink fieldCode="AR" term="%22Sofia+Mastrokoukou%22">Sofia Mastrokoukou</searchLink><br /><searchLink fieldCode="AR" term="%22Michele+Settanni%22">Michele Settanni</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Learning%22"><i>Online Learning</i></searchLink>. 2026 30(1):114-137.
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  Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
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  Data: 24
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Italy%22">Italy</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Classroom+Assessment+Scoring+System%22">Classroom Assessment Scoring System</searchLink>
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  Data: The introduction of information and communication technologies (ICT) in elementary education has radically changed the way of teaching and learning in recent decades. In addition, the recent acceleration in the use of online learning due to the pandemic period has increased the reliance on these teaching methods. Online learning has become a popular teaching practice in recent years in parallel with traditional teaching, yet there are still few studies in the literature that delve into a comparison between the two learning situations and in particular studies focusing on these methods within the elementary education are scarce. The purpose of this study is to examine the characteristics of student-to-student and student-to-teacher interactions that occur in online learning as compared to typical face-to-face classroom interactions, with a specific focus on the elementary school level. The quality of teacher-student interactions was measured using the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008). Elementary students were selected from 36 classes ranging from second to fifth grade. The total sample included 769 students (48% male). The majority of teachers were female (N = 31, 86%). The study shows that online teaching can have positive or negative effects on the quality of interaction between teachers and students, depending on the dimensions considered and the age of the participants. This study helps to highlight the differences and specificities of interaction and learning processes in the two situations (online and face-to-face): online teaching seems to improve positive climate, behavior management, and didactic learning formats, while face-to-face teaching seems to provide greater teacher sensitivity and better-quality feedback.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 24
        StartPage: 114
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Web Based Instruction
        Type: general
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Conventional Instruction
        Type: general
      – SubjectFull: Differences
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Learning Processes
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      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Feedback (Response)
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      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Age Differences
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Italy
        Type: general
      – SubjectFull: Classroom Assessment Scoring System
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      – TitleFull: Online versus Classroom Teaching: Differences and Specificities in Teacher-Student Interaction Processes
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