The Future of Education

Given the critical role of teacher-student interaction in fostering online social cohesion and collaborative learning, this article explores adult students' perceptions of key aspects of teachers' classroom management practices in an online-supported learning environment. The focus is on what students identify as key competencies for good teaching, where the course is designed to facilitate a balance between education and family or work commitments. Aiming for a comprehensive understanding of the students' perspectives, we conducted twelve qualitative semi-structured interviews, focusing on their personal experiences and unique insights. The data were analyzed using an Interpretative Phenomenological Analysis (IPA), as it provides a framework for understanding how individuals interpret and make sense of their personal and social experiences. The students' descriptions were further assessed through the three perspectives on classroom management from the Norwegian Directorate for Education and Training (udir.no, 2024): cultural, structural, and learning perspectives (our own translation). The findings from the study show that adult students value a learning environment that fosters security and strong relationships with both fellow students and teachers, in addition to a clear, predictable structure. When students feel cared for by a teacher who prioritizes their development and expresses confidence in their abilities, it enhances both their joy of learning and their sense of mastery. Insights from this study may benefit educational researchers, teachers, and course developers in identifying factors that promote student engagement, enjoyment in learning, and academic success. 

 

Keywords: Classroom management, online-supported learning environment, adult students.