Relevant bibliographies by topics / Distance learning interaction

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Distance learning interaction'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Distance learning interaction"

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Bouhnik, Dan, and Tali Marcus. "Interaction in distance-learning courses." Journal of the American Society for Information Science and Technology 57, no. 3 (2006): 299–305. http://dx.doi.org/10.1002/asi.20277.

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Spillard, Samuel, Christopher J. Turner, and Konstantinos Meichanetzidis. "Machine learning entanglement freedom." International Journal of Quantum Information 16, no. 08 (December 2018): 1840002. http://dx.doi.org/10.1142/s0219749918400026.

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Quantum many-body systems realize many different phases of matter characterized by their exotic emergent phenomena. While some simple versions of these properties can occur in systems of free fermions, their occurrence generally implies that the physics is dictated by an interacting Hamiltonian. The interaction distance has been successfully used to quantify the effect of interactions in a variety of states of matter via the entanglement spectrum [C. J. Turner, K. Meichanetzidis, Z. Papic and J. K. Pachos, Nat. Commun. 8 (2017) 14926, Phys. Rev. B 97 (2018) 125104]. The computation of the interaction distance reduces to a global optimization problem whose goal is to search for the free-fermion entanglement spectrum closest to the given entanglement spectrum. In this work, we employ techniques from machine learning in order to perform this same task. In a supervised learning setting, we use labeled data obtained by computing the interaction distance and predict its value via linear regression. Moving to a semi-supervised setting, we train an autoencoder to estimate an alternative measure to the interaction distance, and we show that it behaves in a similar manner.
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Bykova, Liliya M., and Yulia G. Remaeva. "Types of interaction in distance learning." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 6 (2020): 170–76. http://dx.doi.org/10.31862/2218-8711-2020-6-170-176.

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Bork, Alfred. "Distance learning and interaction: Toward a virtual learning institution." Journal of Science Education and Technology 4, no. 3 (September 1995): 227–44. http://dx.doi.org/10.1007/bf02211838.

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Haynes, Kathleen J. M., and Connie Dillon. "Distance Education: Learning Outcomes, Interaction, and Attitudes." Journal of Education for Library and Information Science 33, no. 1 (1992): 35. http://dx.doi.org/10.2307/40323480.

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Roberts, Barbara. "Interaction, Reflection and Learning at a Distance." Open Learning: The Journal of Open, Distance and e-Learning 17, no. 1 (February 2002): 39–55. http://dx.doi.org/10.1080/02680510120110166.

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Kiselev, Vladimir, and Zhaneta Stoykova. "Pedagogical Interaction Under the Conditions of Distance Learning." Педагогически форум 8, no. 4 (2020): 40–48. http://dx.doi.org/10.15547/10.15547/pf.2020.030.

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Distance education as a product of the digitization of modern society is substantially different from conventional education, but the two forms of learning have been used in parallel until recently, with the latter one considered the priority. The COVID-19 pandemic led to the implementation of restrictive measures of social distancing, which made distance education the sole viable alternative that allows the process of learning to continue uninterrupted. These conditions revealed a number of specific characteristics of subject-object interaction in the synchronous and asynchronous online learning environment, which are the focus of the this study and analysis. The results of the conducted scientific investigation definitively demonstrate the students’ need and desire to develop some of the necessary professional competences in direct interaction with their instructors in a setting that is suitable and specially equipped for the purposes of the education process and simulates the real conditions of their future work environment.
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Kiselev, Vladimir, and Zhaneta Stoykova. "Pedagogical Interaction Under the Conditions of Distance Learning." Педагогически форум 8, no. 4 (2020): 40–48. http://dx.doi.org/10.15547/pf.2020.030.

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Distance education as a product of the digitization of modern society is substantially different from conventional education, but the two forms of learning have been used in parallel until recently, with the latter one considered the priority. The COVID-19 pandemic led to the implementation of restrictive measures of social distancing, which made distance education the sole viable alternative that allows the process of learning to continue uninterrupted. These conditions revealed a number of specific characteristics of subject-object interaction in the synchronous and asynchronous online learning environment, which are the focus of the this study and analysis. The results of the conducted scientific investigation definitively demonstrate the students’ need and desire to develop some of the necessary professional competences in direct interaction with their instructors in a setting that is suitable and specially equipped for the purposes of the education process and simulates the real conditions of their future work environment.
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García-Sánchez, Soraya. "Ubiquitous interaction for ESP distance and blended learners." Journal of Applied Research in Higher Education 8, no. 4 (October 10, 2016): 489–503. http://dx.doi.org/10.1108/jarhe-04-2014-0052.

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Purpose The purpose of this paper is to analyse some effective e-tools and interactive tasks to enhance language acquisition and competence building in today’s English for specific purposes (ESP) students in higher education programmes. Design/methodology/approach There are countless learning methods, often supported by the access of ubiquitous learning materials, which improve students’ engagement, group interaction and independent learning skills in foreign language learners. More frequently, students become successful, independent and cooperative creative learners by means of participating in multimodal virtual learning platforms that would help them to improve a variety of competences. This study is based on English applied to social work, a compulsory subject offered either in a blended (b-learning) or a distance (d-learning) learning environment as part of the degree in social work. It combines its correspondent course book with digital content and multimedia tasks. Findings Results suggest that a ubiquitous practice for ESP b/d learners can be innovative and successfully competence-addressed when implementing interactive learning tasks that can combine individual and group work inside and outside the classroom hours. Originality/value The challenge of this research is to integrate a ubiquitous learning approach so that students would interact more and, consequently, enhance their communicative language skills, both in b-learning and d-learning environments.
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de la Peña, David, David Lizcano, and Isabel Martínez-Álvarez. "Learning through play: Gamification model in university-level distance learning." Entertainment Computing 39 (August 2021): 100430. http://dx.doi.org/10.1016/j.entcom.2021.100430.

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Dissertations / Theses on the topic "Distance learning interaction"

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Salamati, Zahra. "Designing Interaction Equivalency in Distance Education." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16887.

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The fundamental advancement of information technology has given rise to distance education industry hence it has helped to the popularity of distance education among people. However, for employing innovative and advanced tools universities need financial resources. Reaching to these resources is not easy and accessible. Interaction equivalency theorem can be a good solution for overcoming the financial problems but designers are reluctant to utilize it because they think that education quality will decrease due to lack of teacher interaction. This study demonstrated that students’ perception toward interaction equivalency is positive as long as they have high level of interdependency with other students. Without this level of, students are not motivated in order to continue their courses. This study by providing techno-pedagogical design and IS design theory for support of IE helps e-learning practitioners who want to design an acceptable distance educational system with limited financial resources.
Program: Magisterutbildning i informatik
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Sousa, Sonia. "Online distance learning : exploring the interaction between trust and performance." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/20386/.

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The research reported in this thesis makes a contribution towards a comprehensive understanding of the online distance learning process. This research specifically addresses the effects of learners' trust in relation to particular trust factors in their academic performance when studying at a distance. An initial theoretical framework is outlined, which encompasses investigated areas such as distance education, online distance learning, trust, performance, as-sessment, online communities, co-operation and collaboration. Subsequently, a two stage empirical research process is described. Firstly, a survey is outlined to enable the construction of a set of trust factors characterising learners' beliefs in relation to online distance learning issues as well as to provide the student group profile. Secondly, a study which accounts for both a quantitative and qualitative data collec-tion is presented. Quantitative data was used to test an hypothesis which explored the relation between trust and performance under different conditions. Qualitative data was gathered to better understand and explain the results from the first stage. Results identified the importance of fostering trust in a distance learning community and in providing trustful online distance learning environments and reflects on the understanding of the concept of trust and possible implications for the online distance learning design and it pedagogy. Implications for online distance learners' needs and support are also identified. Results also confirmed the interaction between trust and performance although some results were unexpected. For instance, under certain conditions a negative correlation between trust and academic performance was identified. These results might, somehow, be related to Cape Verde's specific characteristics such as limited broadband access to the Internet and access to ICT facilities, serious water and electricity shortages, limited agricultural possibilities and shortage of higher education opportunities. Within this context, this work's major contributions are at the intersection of areas such as trust, online distance learning and learners' academic performance. Which offers an. increased understanding of the effects of learners' trust beliefs over their academic performance in online distance learning processes. An additional contribution was the development of an Information and Communication Technologies Online distance learning module for every initial year of the Universidade Jean Piaget de Cabo Verde undergraduate programme, thus contributing to reducing the existing gap between developed and developing countries. A complementary contribution is the identification of a number of consequent research questions which pave the way for future research work.
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Li, Wei. "Developing A Framework for Guiding Interaction Design in Distance Learning." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64400.

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As one of the most critical elements in distance learning, interaction has been identified empirically as increasing learner motivation, satisfaction, participation, communication, and achievement. Fostering pedagogically effective interaction is a major challenge for educators in distance learning. In response to this challenge, the goal of this research was to develop a theoretically- and empirically- grounded framework for guiding interaction design in distance learning. It is anticipated that this framework can assist educators and instructional designers in designing quality interaction in distance learning. This study employed a design and developmental research methodology with three phases: analysis, development and evaluation, and revision. Findings from a systematic literature review of peer-reviewed interaction theory and research in distance learning as well as expert review informed the building of a three-phase framework for guiding interaction instructional design in distance learning.
Ph. D.
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Fink, Mark L. "Peer interaction in university-level distance education." Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1183500982.

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Dissertation (Ph.D.)--University of Toledo, 2007.
Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 118-135.
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PAIVA, DEISE DE LACERDA. "TUTOR-STUDENT INTERACTION IN THE DISTANCE LEARNING ENVIRONMENT: A CASE STUDY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=22334@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O avanço das tecnologias para a comunicação favoreceu a transposição da aula presencial para o ambiente virtual, criando facilidades de acesso à educação. Um desafio da educação a distância é o de encontrar estratégias que tornem os alunos autônomos e coconstrutores do conhecimento. Neste trabalho, buscamos examinar como a gestão das possibilidades da tecnologia pode contribuir ou não para o alcance desse objetivo. À luz de uma abordagem sociointeracional, analisamos a interação tutor-aluno num curso oferecido a profissionais da área pública. Os resultados apontam para a influência da mediação tecnológica no desempenho dos papéis atribuídos ao tutor, a manutenção de um modelo de gerenciamento da interação, centrado no professor e sem a troca entre colegas.
The advance of communication technologies has favored the change from classroom learning to the virtual environment, creating facilities for the access to education. One of the challenges of distance learning is to find strategies which can turn students into autonomous co-constructors of knowledge. In this paper we examine how the management of technology can contribute – or not – to the accomplishment of this goal. From a socio-interactive perspective, we analyzed the tutor-student interaction in a course given to professionals from the public sector. The results point to the influence of technological mediation in the roles attributed to the tutor, the maintenance of an interaction management model, centered on the teacher and without interchange among classmates.
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Kroeker, P. Paul. "Technology to facilitate interaction in mobile learning /." View PDF document on the Internet, 2005. http://library.athabascau.ca/drr/download.php?filename=scis/KroekerPaulEssay.pdf.

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Shrewsbury, Eric-Gene Jackson. "Interaction through Asynchronous Audio-Based Computer Mediated Communication in the Virtual Foreign Language Classroom." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26144.

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Because distance learning (DL) programs provide students educational opportunities with minimal restrictions on location and/or time, the number of institutions that provide DL courses has grown at a tremendous rate over recent years and is projected to increase in the future. Foreign language courses through DL, however, have been criticized for limited opportunities to engage in speaking activities and to develop oral proficiency. While previous research consistently reports no significant differences, the focus of those studies has been the comparison of outcomes assessments between face-to-face and DL courses. This study analyzed the types of interactions that occurred in the virtual foreign language classroom while using asynchronous audio-based CMC, known as voice boards, to learn Spanish at a rural community college located in Southwestern Virginia, Patrick Henry Community College (PHCC). An embedded multiple-case study design and computer mediated discourse analysis were applied with activity theory to analyze the interactions holistically. During a 10-year period, the amount of students enrolled in on-line only courses or in the virtual campus at PHCC increased from 97 students in the summer 2001 session to 655 students in the summer 2011 session. These results showed a 575.3% (n = 558) increase of students enrolled in DL. Only 37.7% (n = 507) of the students attending the community college during the summer 2011 session were enrolled in only FTF courses. These increases were a result of studentsâ needs to pursue degrees of higher education while working and taking care of family and other personal obligations. Students enrolled in the SPA 101: Beginning Spanish I course explained that employment schedules, family obligations, and financial reasons motivated their decisions for taking a DL course. When completing audio-based discussion board assignments, experimentation with the language was observed and participants took advantage of opportunities to listen to recordings multiple times before submitting responses. Forty-seven percent of the utterances were categorized as containing questions to encourage continued discussion. However, lexical chains for those utterances showed that only 11.6% (n = 11) of the utterances followed a three link chain of initial post-response-response (IRR) that represented extended conversations in the voice boards.
Ph. D.
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Farahani, Gohar Omidvar. "Existence and Importance of Online Interaction." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27169.

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This research explored the existence and importance of interaction in online courses as perceived by online learners and instructors. The study was based on data from online students and instructors in the fall 2002 semester at Mid-Atlantic Community College(1). Two web-based surveys were used to collect data. Eighty-eight of 267 online students completed the survey, for a response rate of 33%. The study was based on constructivist theory which suggested that students learn by actively participating in the learning process through interaction with the instructor, other students, and course materials. This interaction was measured by different online interaction modalities and a five-step interactivity model developed by Salmon. This model suggested that the intensity of interactivity involves five steps: access and motivation, online socialization, information exchange, knowledge construction, and development. In addition, student characteristics (age and gender) and pedagogical variables (online experience and learning preferences) were included. Findings of the survey revealed that students perceived a moderate to high level of availability in a majority of the interactivity modalities. The highest interaction was reported between students and instructor through email communication and feedback on students? work by instructors. In addition, student ratings of the availability of different interaction modalities in online instruction were correlated with their perceptions of the importance of these modalities. Students reported satisfaction with the level of interactivity in their online courses. In contrast, responses to Salmon?s model revealed a high level of unavailability of the various interactivity criteria. The result of instructor survey, based on 13 responses, revealed that online instructors perceive interaction with students through email communication and providing feedback on their work were important. They did not perceive many of the interactivity criteria introduced by this research to be important. Therefore, they reported these criteria as unavailable in their online courses. This study is important because the extent of systematic research on availability and importance of online interaction is limited. (1)- To preserve the anonymity of respondents, this name is a pseudonym.
Ph. D.
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Peterson, Christine A. "The impacts of technology on interactivity in a distance learning course." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2133.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xii, 147 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 134-140).
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Chen, Jingjing. "Enhancing student engagement and interaction in e-learning environments through learning analytics and wearable sensing." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/287.

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E-learning refers to computer-based learning experiences, self-paced or instructor-led, supported and enabled by information technology. Virtual Learning Environments (VLEs), as a major form of e-learning systems, are increasingly adopted in universities and educational institutions for supporting various types of learning. Student engagement is critical for successful teaching and learning in VLEs. In existing VLEs, feeling isolated without adequate supervision from teachers may cause negative emotions such as anxiety. Such emotions may in turn significantly weaken students'motivation to engage in learning activities. In addition, the lack of effective interaction in learning activities also results in poor performance and engagement, even dropouts from online courses. In this thesis, we explore a set of approaches and tools to enhance student engagement and interaction in e-learning environments: (1) extract valuable information from the user posts in online course forums to advise the content organization of web pages; (2) instantly monitor and visualize students' interaction statuses in instructor-led learning; (3) identify and highlight the hotspot time slots and contents of the lecture recordings; (4) dynamically provide biofeedback-based visualization via wearable devices to reduce students' anxiety in self-paced learning.;We present a page-segmentation-based wrapper (eCF-wrapper) designed for extracting learner-posted data in online course forums. It consists of a novel page segmentation algorithm and a decision tree classifier. We also develop a web-based interaction-aware VLE (WebIntera-classroom), which employs a ubiquitous interactive interface to enhance the learner-to-content interactions, and a learning analytics tool to instantly visualize learners'interactions in learning activities. Additionally, we propose a high--granularity Learning Analytics Engine (hgLAE) to play a lecture recording, identify hotspots in a lecture recording and raise students'awareness of these hotspots. A questionnaire survey, interview and case study were conducted to investigate the instruction effect of WebIntera-classroom. Besides, we develop a physiologically-state-aware self-paced learning environment (FishBuddy) to alleviate anxiety and promote student engagement in self-paced learning by using wearable technology. The between-groups evaluation result shows that FishBuddy is useful in promoting student engagement (i.e., the consistency of engagement), and the students' self-reports indicate that FishBuddy is helpful for reducing anxiety and experience of isolation during the self-paced learning exercises.;Finally, the thesis is concluded with a discussion on the future work. Keywords: Virtual Learning Environment; Learning Analytics; Interaction; Engagement; Wearable Technology.
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Books on the topic "Distance learning interaction"

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Mantyla, Karen. Interactive distance learning exercises that really work!: Turn classroom exercises into effective and enjoyable distance learning activities. Alexandria, VA: American Society for Training & Development, 1999.

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Student-teacher interaction in online learning environments. Hershey, PA: Information Science Reference, 2015.

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Ragusa, Angela T. Interaction in communication technologies and virtual learning environments: Human factors. Hershey, PA: Information Science Reference, 2010.

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Ragusa, Angela T. Interaction in communication technologies and virtual learning environments: Human factors. Hershey, PA: Information Science Reference, 2010.

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Anastasiades, Panagiotes S. Interactive videoconferencing (IVC) as a crucial factor in distance education. Hauppauge, N.Y: Nova Science Publishers, 2010.

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Andrew, Barry P. Distance interactive learning in economics: Computer based learning using remote control software. Portsmouth: University of Portsmouth, Dept. of Economics, 1993.

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Interactive distance learning in preK-12 settings: A handbook of possibilities. Westport, Conn: Libraries Unlimited, 2003.

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Yiyu, Cai. Interactive and digital media for education in virtual learning environments. Hauppauge, N.Y: Nova Science Publishers, 2009.

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Paine, Nigel. Information technology & open learning: The interactivity analogue : paper presented to ETIC '83, Exeter 28-31 March. Glasgow: Scottish Council for Educational Technology, 1985.

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Dede, Christopher. The evolution of distance learning: Technology-mediated interactive learning : a report for the study, "Technologies for learning at a distance," Science, Education, and Transportation Program, Office of Technology Assessment, Congress of the United States. [Washington, D.C.?: The Office, 1989.

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Book chapters on the topic "Distance learning interaction"

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Bork, Alfred, and Sigrun Gunnarsdottir. "Individualization and Interaction." In Tutorial Distance Learning, 47–62. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0636-1_5.

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Guin, Dominique. "Towards Models of Interaction Between an Artificial Agent and a Human One." In Collaborative Dialogue Technologies in Distance Learning, 170–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-57899-1_15.

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Fan, Xiangmin, Youming Liu, Nan Cao, Jason Hong, and Jingtao Wang. "MindMiner: A Mixed-Initiative Interface for Interactive Distance Metric Learning." In Human-Computer Interaction – INTERACT 2015, 611–28. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22668-2_47.

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Cipolla Ficarra, Francisco V., Miguel Cipolla Ficarra, and Jacqueline Alma. "Trichotomic Analysis: Communicability, Distance Learning and Hypermedia Systems Off-Line." In Human-Computer Interaction, Tourism and Cultural Heritage, 49–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33944-8_5.

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Murphy, Linda. "Autonomy, Social Interaction, and Community: A Distance Language Learning Perspective." In Social Dimensions of Autonomy in Language Learning, 119–34. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137290243_7.

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Verdejo, M. Felisa. "Interaction and Collaboration in Distance Learning Through Computer Mediated Technologies." In Advanced Educational Technology: Research Issues and Future Potential, 77–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/978-3-642-60968-8_4.

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Mutovkina, N. Yu. "Fuzzy Management of Teacher-Student Interaction in Distance Learning Settings." In Advances in Intelligent Systems and Computing, 98–107. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80531-9_9.

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Abrami, Philip C., Robert M. Bernard, Eva M. Bures, Eugene Borokhovski, and Rana M. Tamim. "Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice." In The Next Generation of Distance Education, 49–69. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-1785-9_4.

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Nunes, Carolina Schmitt, Cecilia Giuffra Palomino, Marina Keiko Nakayama, and Ricardo Azambuja Silveira. "Interaction on Distance Education in Virtual Social Networks: A Case Study with Facebook." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 6th International Conference, 61–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40165-2_7.

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Mbala, Aloys, Christophe Reffay, and Thierry Chanier. "Integration of Automatic Tools for Displaying Interaction Data in Computer Environments for Distance Learning." In Intelligent Tutoring Systems, 841–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47987-2_84.

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Conference papers on the topic "Distance learning interaction"

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Liang, Jojo. "Distance Learning Companion Robot." In HRI '21: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3434074.3446960.

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Jacob, Seibu Mary, and Hong Kian Sam. "Analysis of interaction patterns and scaffolding practices in online discussion forums." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606025.

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Sun, Huazhi, Jinglian Liang, and Rong Wang. "A Harmonious Emotion Interaction Model for Distance Education." In 2008 Seventh International Conference on Web-based Learning, ICWL. IEEE, 2008. http://dx.doi.org/10.1109/icwl.2008.26.

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Pu, Mei, and Zheng Zhong. "Development of a Situational Interaction Game for Improving Preschool Children' Performance in English-Vocabulary Learning." In ICDEL '18: 2018 International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3231848.3231851.

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Malek, Alisyn, and Diane Lange. "Making Connections: Methods of Direct Interaction in Distance Learning." In SAE 2011 World Congress & Exhibition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2011. http://dx.doi.org/10.4271/2011-01-1107.

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Bowers, David S., and Matthew Nelson. "Gamification of Team Interaction in a distance learning environment." In CEP 2020: Computing Education Practice 2020. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3372356.3372368.

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Moghnieh, Ayman, Davinia Hernánez-Leo, Toni Navarrete, Patricia Santos, Josep Blat, and Judith Schoonenboom. "Supporting Distance Learning Activities and Social Interaction: A Case Study." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.59.

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Abler, Randal, Sean Brennan, and Joel Jackson. "High Definition video support for natural interaction through distance learning." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720615.

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Kazantseva, Elena M. "Preparing Students For Cross Cultural Interaction: Modular And Distance Learning Technologies." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.37.

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Michael, Kosvyras, Kaleris Konstantinos, and Pavlidis Georgios. "Distance foreign language learning: Promoting face to face interaction using data mining techniques." In 2015 6th International Conference on Information, Intelligence, Systems and Applications (IISA). IEEE, 2015. http://dx.doi.org/10.1109/iisa.2015.7388045.

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Reports on the topic "Distance learning interaction"

1

Main, Robert G., and Eric O. Riise. A Study of Interaction in Distance Learning. Fort Belvoir, VA: Defense Technical Information Center, March 1995. http://dx.doi.org/10.21236/ada293451.

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2

Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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Abstract:
The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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