Influence of Positive Student-Teacher Interaction on the Meaning-Making Process in Virtual Learning

Abstract

This chapter presents a study in a COVID virtual learning environment that focuses on the crucial role that teachers play to engage and to guide students to become meaning makers. To this end, the authors make use of the Pedagogy of Multiliteracies in the English Primary class to establish a positive students-teacher relationship as a determining factor to enhance the learning process. Qualitative research was conducted so as to explore to what extent these factors influence the meaning-making process. The findings are presented and elaborated upon in this chapter. The researchers worked with three different groups of students in a public school in Valencia (Spain) before and during the lockdown enforced by COVID-19. The analysis of the data obtained reveals that academic achievement and students' engagement are influenced by the quality of the student-teacher relationship and the teacher's role as a mediator of knowledge.