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Journal articles on the topic 'Learner-content interaction'
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Špilka, Radim. "Learner-Content Interaction in Flipped Classroom Model." International Journal of Information and Communication Technologies in Education 4, no. 3 (October 1, 2015): 53–61. http://dx.doi.org/10.1515/ijicte-2015-0014.
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Abstract The article deals with the interaction of elementary school students with online educational videos. Half-yearly survey was conducted in mathematics lessons pupils in the eighth grade. During the experimental teaching was flipped classroom teaching model, where students watch educational instructional video before school lessons. During class when the teacher uses activization teaching methods that build on the content of the educational video. It turned out that there is a correlation between the average length of time that students watched videos and length instructional videos. Students watched a video about three times the length of their time. Additionally was monitored a number of playback of educational videos. Here it shows a slightly declining and fluctuating trend. For some video, especially towards the end of the experiment, the number playback are low due to preservation the measured correlation. This suggests that some students stopped to watch educational videos at the end of the experiment or accelerated video playback.
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Çardak, Çigdem Suzan. "A Multi-Perspective Investigation into Learners’ Interaction in Asynchronous Computer-Mediated Communication (CMC)." Higher Education Studies 6, no. 2 (April 6, 2016): 61. http://dx.doi.org/10.5539/hes.v6n2p61.
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<p>This article focusses on graduate level students’ interactions during asynchronous CMC activities of an online course about the teaching profession in Turkey. The instructor of the course designed and facilitated a semester-long asynchronous CMC on forum discussions, and investigated the interaction of learners in multiple perspectives: learners’ views, participation in terms of quantity, participation in terms of discussed issues and collaborative construction of new knowledge. 14 graduate students were participated in the study and 12 of them were interviewed. Meanwhile, 345 messages sent by the learners and the instructor were analyzed in order to identify discussed issues and social construction of knowledge. The results of the study showed that according to the message numbers and views of the learners, learner-instructor interaction was ahead of learner-learner interaction. Meanwhile, learner-content interaction was sustained by various discussion topics. Though learners’ views related to learner-learner, learner-instructor and learner-content interactions were positive in general, analyzing the contents of the messages didn’t reveal higher levels of co-construction of knowledge according to the Interaction Analysis Model.</p>
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Kuo, Yu-Chun, Andrew E. Walker, Brian R. Belland, and Kerstin E. E. Schroder. "A predictive study of student satisfaction in online education programs." International Review of Research in Open and Distributed Learning 14, no. 1 (January 10, 2013): 16. http://dx.doi.org/10.19173/irrodl.v14i1.1338.
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<p>This paper is intended to investigate the degree to which interaction and other predictors contribute to student satisfaction in online learning settings. This was a preliminary study towards a dissertation work which involved the establishment of interaction and satisfaction scales through a content validity survey. Regression analysis was performed to determine the contribution of predictor variables to student satisfaction. The effects of student background variables on predictors were explored. The results showed that learner-instructor interaction, learner-content interaction, and Internet self-efficacy were good predictors of student satisfaction while interactions among students and self-regulated learning did not contribute to student satisfaction. Learner-content interaction explained the largest unique variance in student satisfaction. Additionally, gender, class level, and time spent online per week seemed to have influence on learner-learner interaction, Internet self-efficacy, and self-regulation.</p>
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Martin, Florence, Michele A. Parker, and Deborah F. Deale. "Examining interactivity in synchronous virtual classrooms." International Review of Research in Open and Distributed Learning 13, no. 3 (June 1, 2012): 228. http://dx.doi.org/10.19173/irrodl.v13i3.1174.
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<p>Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the southeastern United States. The students were asked about learner-learner, learner-instructor, learner-content, and learner-interface interactions. During an interview, the instructor was asked about strategies to promote these different forms of interaction. In addition, the academic, social, and technical aspects of interactions were examined in three course archives using Schullo’s (2005) schema. Participants reported that the Wimba interface was easy to use and that various features, such as text chat and the webcam, facilitated interaction among the students and with the instructor in the virtual classroom. The importance of students’ ability to receive immediate feedback and their experience as presenters was highlighted across the various kinds of interaction. The instructor’s teaching style and visual presence were instrumental in engaging students with the content. The results suggest that student interaction, and hence learning, was aided by the live communication that occurred through the virtual classroom. This study has implications for those who are considering adopting virtual classroom technologies for their online or blended teaching.</p>
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Zimmerman, Tekeisha Denise. "Exploring learner to content interaction as a success factor in online courses." International Review of Research in Open and Distributed Learning 13, no. 4 (September 12, 2012): 152. http://dx.doi.org/10.19173/irrodl.v13i4.1302.
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<p>Interaction plays a critical role in the learning process. For online course participants, interaction with the course content (learner-content interaction) is especially important because it can contribute to successful learning outcomes and course completion. This study aims to examine the relationship between learner-content interaction and course grade to determine if this interaction type is a contributing success factor. Data related to student interaction with course content, including time spent reviewing online course materials, such as module PowerPoint presentations and course videos and time spent completing weekly quizzes, were collected for students in three sections of an online course (<em>N </em>= 139). The data were then correlated against grades achieved in the course to determine if there was any relationship. Findings indicate statistically significant relationships between the amount of time the learner spent with the content and weekly quiz grades (<em>r </em>= .-72). The study concludes that learners who spent more time interacting with course content achieve higher grades than those who spent less time with the content.<br /><br /></p>
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Xiao, Junhong. "Learner-content interaction in distance education: The weakest link in interaction research." Distance Education 38, no. 1 (January 2, 2017): 123–35. http://dx.doi.org/10.1080/01587919.2017.1298982.
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Goh, Chin Fei, Owee Kowang Tan, Amran Rasli, and Sang Long Choi. "Engagement in peer review, learner-content interaction and learning outcomes." International Journal of Information and Learning Technology 36, no. 5 (November 4, 2019): 423–33. http://dx.doi.org/10.1108/ijilt-04-2018-0038.
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Purpose The purpose of this paper is to propose a reciprocal peer review approach that resembled the scholarly peer review process using the Moodle e-learning system. The authors investigated interrelations among engagement in providing peer feedback, engagement in responding to peer feedback, learner-content interaction and learning outcomes. Design/methodology/approach An experimental intervention study was designed. A total of 45 students who enroled in an undergraduate research methods course completed the assigned project. Reciprocal peer review was adopted, in which the participants provided a peer review report on a randomly assigned peer’s research proposal. Subsequently, participants revised and submitted their proposal along with a response letter that highlighted the revisions. Findings This study highlights that the engagement in providing peer feedback exerts an indirect effect on learning outcomes through learner-content interaction. Learner-content interaction fully mediates the causal relationship between engagement in providing peer feedback and learning outcomes. Practical implications Learner-content interaction fully mediates the causal relationship between engagement in providing peer feedback and learning outcomes. Thus, e-learning practitioners who engage in peer review should first construct high-quality course materials to enhance learning outcomes. Originality/value Learning outcomes can be enhanced if there is a high level of engagement in providing peer feedback among learners. However, learner-content interaction fully mediates the positive effect of engagement in providing peer feedback on learning outcomes. Furthermore, engagement in providing peer feedback will enhance the learner’s motivation to intensify his or her learning from the course material.
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Razali, Sharifah Nadiyah, Mohd Hafiez Ahmad, and Helmi Adly Mohd Noor. "Implications of Learning Interaction in Online Project Based Collaborative Learning." Journal of Computational and Theoretical Nanoscience 17, no. 2 (February 1, 2020): 681–88. http://dx.doi.org/10.1166/jctn.2020.8831.
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Interaction is the success factors that support online learning pedagogy that can enhanced the learning and teaching process, increased students’ satisfaction and learning outcomes. This paper reviewed empirical studies on interaction in online learning. In order to achieve the aim, the study was conducted qualitatively in the form of document review study. Conclusively, there were three common types of interaction that have been cited frequently in the literature: Learner–learner, learner–instructor and learner–content. However, this study embedded the collaboration theory where learners take full responsibility to their learning with instructor guide. Therefore, the interaction between learner–learner and learner–instructor should be emphasized.
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Aboderin, Olukayode Solomon, and A. M. Laleye. "The Relationship between Online Interaction and Academic Performance of Distance E-Learners in a Nigerian University." American International Journal of Education and Linguistics Research 2, no. 1 (May 17, 2019): 25–33. http://dx.doi.org/10.46545/aijelr.v2i1.72.
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Distance e-learners are expected to participate in an e-learning environment and interact with the content, colleagues and facilitators through distance education technologies. Learning environment goes a long way to determine student’s academic performance. Hence, this study tends to find out relationship between online interaction and distance e-learners. The purpose of the study was to analyze the correlation that exists between learner-content-interaction (LCI), learner-learner-interaction (LLI) and learner-instructor-interaction (LII) and academic performance of distance e-learners in a Nigerian university. Two research questions were designed to guide the study. A descriptive design of survey type was adopted for the study and a questionnaire was used to collect the quantitative data. The study was conducted in four selected study centres of National Open University of Nigeria (NOUN) and a total of 1,025 participants completed the survey-based questionnaire. The researchers used Spearman’s correlation to determine if correlation exists on each type of interaction. The findings of this study revealed that learner-learner-interaction was the only factor that was significant(r = .066, p-value = .034), with very small weak correlation out of the three types of interactions discussed in this study. Findings also revealed that all the three types of interactions were significant (LCI, r= .121** p=0.009; LII, r=.108*, p=0.018; LLI, r = .105*, p = 0.023) for female distance e-learners but none was significant for male distance e-learners.Based on the findings of the research, recommendations have been made which will assist Nigerian university policy makers and course developers with a view to improving the academic performance of distance e-learners.
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Hamdan, Khaldoun Mohammad, Ahmad M. Al-Bashaireh, Zainab Zahran, Amal Al-Daghestani, Samira AL-Habashneh, and Abeer M. Shaheen. "University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2)." International Journal of Educational Management 35, no. 3 (January 20, 2021): 713–25. http://dx.doi.org/10.1108/ijem-11-2020-0513.
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PurposeThis study aimed to investigate Jordanian university students' interaction, Internet self-efficacy, self-regulation and satisfaction regarding online education during the COVID-19 pandemic.Design/methodology/approachA correlational cross-sectional design was utilized using convenience sampling to include 702 undergraduate students from Jordanian universities using an online self-administered questionnaire. Descriptive statistics, T-tests, one-way ANOVA and multiple regression analyses were used to analyze the data.FindingsThe mean score of students' satisfaction was low (m = 45.14, SD = 25.62). Regarding student's interaction, learner-instructor interaction had the highest total mean score (m = 58.53, SD = 24.51), followed by learner-learner interaction (m = 47.50, SD = 22.64). Learner-content interaction had the lowest total mean score (m = 45.80, SD = 24.60). Significant differences in students' satisfaction were identified according to the level of education, university type and marital status. Significant predictors of students' satisfaction with online education were self-regulated learning, Internet self-efficacy, learner-content interaction, learner-learner interaction and the number of e-learning theoretical courses.Originality/valueOnline education is not well-established in developing countries. This study contributed to the limited knowledge of university students’ preparedness and satisfaction with online education during the early stage of COVID-19 pandemic.
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Choi, Hee-Jun. "Factors Affecting Learners’ Academic Success in Online Liberal Arts Courses Offered by a Traditional Korean University." Sustainability 13, no. 16 (August 16, 2021): 9175. http://dx.doi.org/10.3390/su13169175.
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This study aimed to empirically examine the factors affecting full-time undergraduate students’ satisfaction and academic performance measured by grades using an existing large administrative dataset. The sample consisted of 21,662 undergraduate students who took online liberal arts courses offered by a large traditional Korean university in the spring semester of 2020. The theoretical framework of this study was formulated by selectively adopting and slightly modifying some of the factors from Choi’s conceptual model for adult dropout from online degree programs. The findings indicated that gender, previous GPA, campus, type of online course, the relevance of the course, adequacy of assignments and assessments, learner-instructor interaction, and learner-content interaction significantly affect students’ degree of satisfaction with online liberal arts courses. This study also found that students who considered the course less relevant to their goals or interests, had a low previous GPA, had frequent learner-instructor interactions, few learner-content interactions, and a low level of course satisfaction are more likely to earn a grade of B, C, or lower than to receive an A in online liberal arts courses.
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Keengwe, Jared, and Gary Schnellert. "Fostering Interaction to Enhance Learning in Online Learning Environments." International Journal of Information and Communication Technology Education 8, no. 3 (July 2012): 28–35. http://dx.doi.org/10.4018/jicte.2012070104.
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Interaction is central to educational experiences in online learning environments. Interaction enhances learning by fostering three types of learning interaction: learner-instructor, learner-learner, and learner-content. Additionally, online students generally perceive interaction as an effective means of learning. Therefore, it is important for online instructors to create opportunities for interaction in online learning environments. This article stimulates reflections on the critical role of interaction in online learning. A primary implication based on the challenges reported in the study is that instructors need to reflect on effective ways to design and implement successful online learning environments. For instance, instructors could anticipate these challenges by focusing on the development of online tools such as wikis to enhance effective online interaction.
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Pham, Thach Ngoc, and Giang Hong Nguyen. "An Investigation of Student Satisfaction in an Online Language Learning Course." International Journal of Web-Based Learning and Teaching Technologies 16, no. 5 (September 2021): 121–36. http://dx.doi.org/10.4018/ijwltt.20210901.oa7.
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Online learning's application in the language learning process has become an important topic as the COVID-19 crisis has restricted in-person classes. This study investigates student satisfaction in an online language learning course at a higher educational institution in Vietnam. The study tested the influence of learner-learner, learner-content, and learner-instructor interactions; internet self-efficacy; and self-regulation on student course satisfaction. The effects of student background variables were also explored. Linear regression analysis was conducted to determine the contribution of predictor variables to student satisfaction. The findings showed that student interaction with peers, content, and instructors and self-regulation were good predictors of student satisfaction; however, internet self-efficacy was not a good predictor. Additionally, there were no differences in effects of gender and prior online language learning experience on student course satisfaction.
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Mendis, Upeka, and Yanuarius Yanu Dharmawan. "Understanding Learner Interaction in Web Based Learning to Improve English Speaking Skills in Second Grade of SMAN 4 Senior High School Bandar Lampung: Using Canvas Learning Management System." Journal of English Education Studies 2, no. 1 (May 30, 2019): 74–85. http://dx.doi.org/10.30653/005.201921.38.
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Understanding learner interaction in web based learning to improve English speaking skills in second grade classroom of SMAN 4 senior high school Bandar Lampung: using canvas learning management system, English Study Program, Teacher Training Faculty of Bandar Lampung University.The objective of conducting this research is to find out the interaction in Canvas Learning management system (LMS) in the speaking classroom and effects of using Canvas LMS to improve speaking skills. After it is confirmed that there is indeed necessity behind the action, I will explain concepts of interaction, Canvas LMS and speaking skills. The participants of this research are students in second grade of SMAN 4 senior high school. They are selected as data resource to know about interaction and effects of using Canvas LMS. From them, I retrieve data to be analyzed. By giving questionnaire, observing and conducting independent sample t-test method gives me some findings to discuss. The results show that there is indeed necessity in doing English speaking lessons in Canvas LMS. Moreover it is about students’ interaction and effects to improve English speaking skills. First is about interaction, it is the main ingredient in any kinds of learning methods. There are three main types introduced my Moore (1989), there are learner-instructor, learner- learner and learner-content. Those types necessary appear in web based learning. These interactions lead to improve students’ speaking skills too.
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Kyei-Blankson, Lydia, Esther Ntuli, and Heather Donnelly. "Establishing the Importance of Interaction and Presence to Student Learning in Online Environments." World Journal of Educational Research 3, no. 1 (January 20, 2016): 48. http://dx.doi.org/10.22158/wjer.v3n1p48.
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<p><em>With the growing trends in favor of online course offerings in higher education, it is important that researchers continue to focus on investigating the components vital to effectiveness. Using a survey design, the elements of interaction and presence, and their relationship and influence on student learning in an online course is examined in the current study. The findings of the study suggest that students perceive instructor-learner and learner-content interaction to be more important to their learning as compared to learner-learner interaction. In addition, teaching presence plays a more important role in student learning followed by cognitive presence and then social presence. Again, when it comes to the combination of the factors of interaction and presence, the factors that students perceive to have the most influence on their learning are teaching presence and learner-instructor interaction with the least important factor being learner-learner interaction. Overall, the results of this empirical study have implications for online course design and delivery to ensure student learning in online environments.</em><em></em></p>
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Hodes, Carol L. "Developing a Rationale for Technology Integration." Journal of Educational Technology Systems 26, no. 3 (March 1998): 225–34. http://dx.doi.org/10.2190/a95p-wcbn-fbj4-bbem.
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Technology enhanced distance education now pervades distance education. Many faculty are transforming existing print-based distance education courses into hybrid print-technology courses. This article offers faculty a systematic way to consider technology combinations relative to the learner's needs and background. To ensure meeting the full spectrum of learner's needs, the types of learner interactions are categorized and discussed. Another main factor with regard to course structure and delivery system is the entry-level knowledge of the learner including their knowledge of the course content and need for various types of interaction. Each type of technology offers a different level of interactivity to the learner. Faculty are encouraged to develop a rationale for technology inclusion that will benefit the learner.
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Saadatmand, Mohsen, Lars Uhlin, Maria Hedberg, Lotta Åbjörnsson, and Maria Kvarnström. "Examining Learners’ Interaction in an Open Online Course Through the Community of Inquiry Framework." European Journal of Open, Distance and E-Learning 20, no. 1 (June 27, 2017): 61–79. http://dx.doi.org/10.1515/eurodl-2017-0004.
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Abstract Open online courses are becoming more prevalent at local level and for and professional development objectives. Proper instructional design combined with use of online tools can promote learner interaction in online environments. Using the Community of Inquiry (CoI) framework, this study aimed at examining learners’ interaction and their perceptions of teaching presence, social presence, and cognitive presence in an open online course offered for professional development in three Swedish universities. The course was free and open to all, attracting participants from all over the world. In order to understand the online interactions of the course, three presences of CoI were matched to three types of interaction (Moore, 1989). Data were collected through a slightly revised version of the CoI instrument and open-ended questions were added. Survey results showed that participants had high perceptions of the three presences in the course. Results also yielded significant relationships between teaching presence and cognitive presence, as well as social presence and cognitive presence. The findings suggest that deploying a set of online tools combined with appropriate pedagogical approaches in designing open online courses could foster learner interaction especially learner-content interaction and cognitive presence.
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Aswirna, Prima. "Application Of Treatment Trait Interaction To Improve Learning Of Chemistry." SHS Web of Conferences 42 (2018): 00114. http://dx.doi.org/10.1051/shsconf/20184200114.
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This research leave from the fact that performance study of Majors student of Tadris Natural Sciences Concentration Physics (IPA-FISIKA) State Islamic University Imam Bonjol. The aims of this research were: (1) Searching ability correlation between content of capability in Chemistry and religiosity. (2) Differentiating study performance by using model of Trait Treatment Interaction (TTI) between class with capable student group early is high (learner fastern) and class with student group ably early lowering (slower learner) by using method study of autodidact (learning self) and learn habit (teaching regular) added with tutorial. This research use method of quasy experiment. Technique data collecting through test and observation, Total of population counted 101 people. But, only 66 students as a sample. The research conclude : (1) The self-learning was suitable to teach for students with high capability of knowledge (faster lesrner). (2) The regular teaching + tutorial was suitable to teach for students with lower capability of knowledge (slower learner). (3) There were correlation between religiosity and capability of content (chemistry of knowledge). (4) Trait treatment interaction can be improve the capability of academic performance of students Chemistry Science.
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Bates, Catherine Marie Fraser. "Learner Characteristics and Motivation: How to Achieve Efficient and Effective Learning." Collected Essays on Learning and Teaching 8 (June 12, 2015): 165. http://dx.doi.org/10.22329/celt.v8i0.4233.
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During the Society for Teaching and Learning in Higher Education Conference 2014, a workshop was held three consecutive times as part of the Pedagogical Speed Dating sessions to introduce experienced college/university faculty and instructional designers to an approach to instructional design that is based on increasing motivation. The purpose of the workshop was to demonstrate the use of Keller’s ARCS Model of Instructional Design for Motivation, specifically how to achieve effective learner/learner, learner/content, and learner/teacher interaction. The discussion focusses on the experiences of typical university and college students.
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Ping, Teoh Ai. "Students' Interaction in the Online Learning Management Systems: A Comparative Study of Undergraduate and Postgraduate Courses." Asian Association of Open Universities Journal 6, no. 1 (September 1, 2011): 59–73. http://dx.doi.org/10.1108/aaouj-06-01-2011-b007.
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The quality of interaction between learners and online content is one of the imperative factors in determining the efficacy of web-based teaching-learning towards the creation and maintenance of sustainable learning communities. Interaction with content is an internal dialogue of reflective thought that occurs between learner and the substance. Interaction is often triggered and supported by events in the learning environment – focusing on how the learner interacts with what is to be learned. This paper looks at the difference in learners' interaction on the online Learning Management System (LMS) of undergraduate and postgraduate courses. Based on a framework developed for investigating learners' interaction with online content in Wawasan Open University, data from the LMS log and activity database was extracted. The data is then analyzed based on the pattern and behavior of learners' interaction with the online content of the courses. Further analysis is done by transcribing the discussions and exchanges of teacher and learners within the online forums, specifically investigating the dimension, depth and category of exchanges that occurred. Based on the findings, several recommendations are made to enhance the design and delivery of web-based content, aiming at maximizing the efficacy of the online learning environment of undergraduate and postgraduate courses in open distance learning (ODL).
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Daher, Wajeeh, Kifaya Sabbah, and Maysa Abuzant. "Affective Engagement of Higher Education Students in an Online Course." Emerging Science Journal 5, no. 4 (August 1, 2021): 545–58. http://dx.doi.org/10.28991/esj-2021-01296.
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The present research studies the factors that have impacted the affective engagement of university students in an educational online course. It examines how the type of interaction (learner-learner, learner-instructor, and learner-content) and the type of engagement (behavioural, cognitive and affective) have influenced the affective engagement of the students in the online course. Nineteen university students majoring in teaching mathematics, who were enrolled in the course Mathematics Teaching Methods, participated in the present research. Two data collection tools were used: semi-structured interviews and reflections. To analyse the texts resulting from the interviews and reflections, inductive and deductive qualitative content analysis was used. The research results indicated that university students have experienced more positive than negative affective engagement in the three communicational channels used in this course to facilitate online learning, which were: synchronous lectures, forums and assignments. The results also indicated that these three types of interaction have positively influenced students’ affective engagement in the three channels, with that influence being different from one channel to the other based on the interaction type taking place. We suggest that specific types of engagement need to be attended to for positive affect to occur. Doi: 10.28991/esj-2021-01296 Full Text: PDF
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Malinovski, Toni, Maja Lazarova, and Vladimir Trajkovik. "Learner-content interaction in distance learning models: students' experience while using learning management systems." International Journal of Innovation in Education 1, no. 4 (2012): 362. http://dx.doi.org/10.1504/ijiie.2012.052737.
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Nieuwoudt, Johanna. "Exploring online interaction and online learner participation in an online science subject through the lens of the interaction equivalence theorem." Student Success 9, no. 2 (June 12, 2018): 1–10. http://dx.doi.org/10.5204/ssj.v10i1.424.
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While researchers agree that student participation is key to learning, it seems that the issue of interaction in online learning is not yet resolved. The current study investigated students’ online interaction and online learner participation in an online enabling science subject and compared this with their final grades. The data were analysed through the lens of Anderson’s (2003) interaction equivalence theorem. The findings from the current study provide support for the interaction equivalence theorem. Student-teacher interaction and student-content interaction were evident, but not student-student interaction. Significant relationships were found between student success and online learner participation, but not online interaction. Generalisations are limited by a small sample size and online interaction and participation was measured in terms of quantity rather than quality. Still, following the interaction equivalence theorem, it appears that students can have a satisfying and meaningful learning experience despite not having student-student interaction.
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Nieuwoudt, Johanna. "Exploring online interaction and online learner participation in an online science subject through the lens of the interaction equivalence theorem." Student Success 9, no. 4 (November 30, 2018): 53–62. http://dx.doi.org/10.5204/ssj.v9i4.520.
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While researchers agree that student participation is key to learning, it seems that the issue of interaction in online learning is not yet resolved. The current study investigated students’ online interaction and online learner participation in an online enabling science subject and compared this with their final grades. The data were analysed through the lens of Anderson’s (2003) interaction equivalence theorem. The findings from the current study provide support for the interaction equivalence theorem. Student-teacher interaction and student-content interaction were evident, but not student-student interaction. Significant relationships were found between student success and online learner participation, but not online interaction. Generalisations are limited by a small sample size and online interaction and participation was measured in terms of quantity rather than quality. Still, following the interaction equivalence theorem, it appears that students can have a satisfying and meaningful learning experience despite not having student-student interaction.
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Arning, Katrin, and Martina Ziefle. "Ask and You Will Receive." International Journal of Mobile Human Computer Interaction 2, no. 1 (January 2010): 21–47. http://dx.doi.org/10.4018/jmhci.2010100602.
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Even though the effective usage of mobile devices has become a mandatory requirement in many professional and private areas, inexperienced users face especially great difficulties in acquiring computer skills. Based on the assumptions of constructivist learning theories, the effect of asking questions and repeated practice on PDA skill acquisition in adults (n = 36) was examined. Learners had the opportunity to ask questions and receive answers during the learning process. One learner group additionally received a manual with basic PDA-operating-principles; a control group received no instructional support at all. As dependent variables task effectiveness, efficiency, subjective ratings of perceived ease of use as well as number and content of questions were assessed. Findings showed that asking questions and repeated practice considerably enhanced PDA-performance in adult novice learners, but not perceived ease of use. Furthermore, the content-analysis of learner questions gave valuable insights into information needs, cognitive barriers and mental models of adult learners, which can contribute to the design of interfaces and computer-based tutors.
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Best, Brett, and Simone C. O. Conceição. "Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment." European Journal of Open, Distance and E-Learning 20, no. 1 (June 27, 2017): 139–53. http://dx.doi.org/10.1515/eurodl-2017-0009.
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AbstractThis study explored the impact of transactional distance dialogic interactions on student satisfaction in an international blended learning master’s degree program. The program examined was collaboratively delivered by three European universities to a cohort of students residing on several different continents. Students reported experiencing transactional distance for learnerlearner and learner-teacher dialogic interaction elements and dissatisfaction in the online components of the program but reported a sense of community and satisfaction for the inperson elements of the program. Transactional distance for the dimension of learner-content dialogic interaction was highest for elements of the program that were impacted by its multiinstitutional nature, but students reported general satisfaction for the program overall. This study has practical implications for distance educators, administrators, instructional designers, and policy makers concerned with student satisfaction in blended courses and programs, and it contributes to the literature on student satisfaction and multi-institutional programs.
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Muntean, Cristina Hava. "Improving learner quality of experience by content adaptation based on network conditions." Computers in Human Behavior 24, no. 4 (July 2008): 1452–72. http://dx.doi.org/10.1016/j.chb.2007.07.016.
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LEE, LINA. "Online interaction: negotiation of meaning and strategies used among learners of Spanish." ReCALL 13, no. 2 (November 2001): 232–44. http://dx.doi.org/10.1017/s0958344001000829a.
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Online interactive exchange offers learners many opportunities to use the target language to negotiate both meaning and form in a social context that is crucial for second language acquisition (SLA). This paper discusses the interaction between non-native speakers (NNSs) and the types of communication strategies employed during the online communication. A total of forty students participated in online discussions using a private chatroom. Data from this study suggest that interactive strategies facilitate comprehension of input and output. The results show that regardless of proficiency level, students used a variety of communication strategies. However, students tended to use more comprehension checks, clarification checks, requests and self-repairs to negotiate with each other. The quick interactions taking place in cyberspace impeded students from producing correct and coherent discourse, especially during the learner-learner interaction. Pedagogically, students need to be advised of the need to write correctly to maintain a balance between function, content, and accuracy. One of the corrective techniques is to make students re-examine and revise their exchanges with guided instruction. The current study focused on online interaction among NNSs. To claim the effectiveness of online interaction in SLA with certainty, future studies on online negotiation must include both NNSs and native speakers.
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Christopoulos, Athanasios, Marc Conrad, and Mitul Shukla. "Interaction With Educational Games in Hybrid Virtual Worlds." Journal of Educational Technology Systems 46, no. 4 (February 28, 2018): 385–413. http://dx.doi.org/10.1177/0047239518757986.
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This research links learner engagement with interactions when Hybrid Virtual Learning models are used. Various aspects have been considered, such as learners’ prior experiences related to virtual worlds, their preconceptions regarding their use as a learning tool, and the impact that instructional designers’ choices have on enhancing the opportunities for interactions. In this article, the impact that educational and leisure games have on university students’ engagement is examined. The findings suggest that the use of game-like content can contribute positively to students’ engagement, without, however, having a spectacular impact on the learning process.
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Ally, Said. "Assessing the Interaction and Interactivity in OUT MOODLE LMS:." International Journal for Innovation Education and Research 4, no. 6 (June 30, 2016): 93–111. http://dx.doi.org/10.31686/ijier.vol4.iss6.560.
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Despite the wide spread adoption of MOODLE by Higher Learning Institutions (HLIs) in Tanzania, there is still lack of maximum utilization of the software by learners. This is due to lack of interactivity in the system caused by poor MOODLE customization and configuration, improper content design and integration with add-on multimedia files. On the other hand, instructors consider that uploading learning materials in MOODLE is enough without putting down the interactivity facilities.
This paper assesses the interactivity in MOODLE from both design and usage. The paper discloses the extent of poor MOODLE customization that can likely hinder the inclusion of the multimedia facilities, extent of poor online course design and lack of virtual interactivity among learners.
To undertake this study, a case study methodology was opted by investigating the MOODLE platform of the Open University of Tanzania. The respondents to this study were categorized as MOODLE Learners (MLs), MOODLE Instructors (MIs) and MOODLE Administrators (MA). In addition to interview, an intensive documentary review together with screening the design and configurations of MOODLE servers has been done. The study focused on four aspects of interactivity which are learner interaction to learner, instructor, content, and interface.
The study reveals that there is a critical lack of interactivity between learners themselves enrolled in the same course, between learners and their respective tutors and between learners and system contents and interfaces. The synchronous interaction is less practiced compared to asynchronous interaction. This has been due to less insertion of real time multimedia and interactivity features.
Generally, uncoordinated operations and ad hoc performance among key MOODLE stakeholders during interface design, software implementation, system configuration, and onsite content development form the basis of this.
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Payant, Caroline, and Derek Reagan. "Manipulating task implementation variables with incipient Spanish language learners: A classroom-based study." Language Teaching Research 22, no. 2 (September 26, 2016): 169–88. http://dx.doi.org/10.1177/1362168816669742.
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A growing body of research has shown a positive role of task-supported instruction in second language (L2) learning (Ellis, 2003a; Loewen, 2015; Van Den Branden, 2006). From a pedagogical perspective, recycling or repeating parts of teaching materials is common practice and theoretical support for such practice is emerging (Bygate and Samuda, 2005). However, determining which aspects to repeat during task-supported interaction that fosters interaction-driven learning opportunities while maintaining student interest is currently underexplored. Further, few studies have considered learners’ perception during task completion. The current study thus examined the effects of task repetition on the production and resolution of language-related episodes (LREs) over time. English-speaking (first language, L1) students of Spanish (second language, L2) from two intact Spanish as a foreign language (FL) classroom ( n = 28) were assigned to one of the following task repetition groups: task with repetition (same task/same content) or task with procedural repetition (same task/new content). Learner–learner interaction produced during two-way decision-making tasks were transcribed and coded for LREs. Learner perception data was collected following task completion and analysed qualitatively. The results indicated that the task repetition had greater benefits on the occurrence and resolution of lexis-based LREs, but that both groups benefited similarly in terms of producing and resolving form-based LREs. Results are discussed in light of speech processing models and pedagogical implications for task-based instruction in FL settings are examined.
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Sailer, Christian, Peter Kiefer, Joram Schito, and Martin Raubal. "Map-based Visual Analytics of Moving Learners." International Journal of Mobile Human Computer Interaction 8, no. 4 (October 2016): 1–28. http://dx.doi.org/10.4018/ijmhci.2016100101.
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Location-based mobile learning (LBML) is a type of mobile learning in which the learning content is related to the location of the learner. The evaluation of LBML concepts and technologies is typically performed using methods known from classical usability engineering, such as questionnaires or interviews. In this paper, the authors argue for applying visual analytics to spatial and spatio-temporal visualizations of learners' trajectories for evaluating LBML. Visual analytics supports the detection and interpretation of spatio-temporal patterns and irregularities in both, single learners' as well as multiple learners' trajectories, thus revealing learners' typical behavior patterns and potential problems with the LBML software, hardware, the didactical concept, or the spatial and temporal embedding of the content.
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Li, Yan, Muhua Zhang, Curtis J. Bonk, and Niki Guo. "Integrating MOOC and Flipped Classroom Practice in a Traditional Undergraduate Course: Students’ Experience and Perceptions." International Journal of Emerging Technologies in Learning (iJET) 10, no. 6 (December 16, 2015): 4. http://dx.doi.org/10.3991/ijet.v10i6.4708.
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The purpose of this experimental study was to redesign a traditional undergraduate course by integrating MOOC content and flipped classroom practice and to see its effectiveness through students’ experience and perceptions. The course named “Internet and Distance Education” was taught in Winter Semester, 2013 at the Zhejiang University in Hangzhou, China to 15 undergraduate students majoring in education. E-learner satisfaction surveys found that students were generally satisfied with many aspects of the redesigned course, including instructor response timeliness, instructor attitude toward the technology, e-learning course flexibility, technology quality, Internet quality, perceived usefulness, perceived ease of use, and perceived e-learner satisfaction, while learner perceived interaction with others was not so satisfactory. Based on the findings, several suggestions to improve the course design are offered.
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Strang, Kenneth David. "Predicting Student Satisfaction and Outcomes in Online Courses Using Learning Activity Indicators." International Journal of Web-Based Learning and Teaching Technologies 12, no. 1 (January 2017): 32–50. http://dx.doi.org/10.4018/ijwltt.2017010103.
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The premise for this study was that learner interaction in an online web-based course could be assessed in relation to academic performance, or in other words, e-learning. Although some studies reveal that learner interaction with online content is related to student academic performance, it remains unproven whether this is casual, or even if there may be a significant correlation. Thus, this study seeks to measure if there is a directional and then a casual relationship between student online academic performance, engagement analytics and other online activity factors. A unique aspect of this study is that data is collected from Moodle engagement analytics as well as from the activity logs. Student academic performance is measured based on the grade achieved from an assessment designed to map to the course learning objectives.
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Mujadilah, Saufa. "النظرية التفاعلية في تعلم اللغة الثانية والاستفادة منها في تعليم اللغة العربية للناطقين بغيرها." Rayah Al-Islam 3, no. 02 (October 28, 2019): 192–201. http://dx.doi.org/10.37274/rais.v3i02.61.
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This research uses descriptive analytical approach based on the analysis of reality, relying on documents and scientific method to get information in the analytical view of interactive theory in the second language learning using the tool research and analysis of the content. The results of this research showed that the interactive theory of learning a second language had the relationship between behaviorism approach and the approach of nativism in the sense of interaction between mental ability learners and the surrounding environment. In another sense, although students have the ability to think to learn a second language, but she needs a surrounding environment, due to the interaction of these two elements that will support the learning of a second language. As for the application of this theory in teaching Arabic to non Arabic speakers depending on the following principles: the interaction between teachers and students, the interaction between the student and the student, the interaction between the learner and the environment, interaction between students and the community, interaction between the learner and culture, then lean on collaborative learning, and depending on the cause, application and reinforcement.
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Hidalgo, María Ángeles, and Raúl Azpilicueta-Martínez. "A cross-sectional study on task type and negotiation of meaning in CLIL child-child interaction." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 35 (January 31, 2021): 183–204. http://dx.doi.org/10.30827/portalin.v0i35.15528.
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Different task types have been hypothesised to affect the type and amount of Negotiation of Meaning (NoM) generated in learner-learner interactions. However, studies specifically addressing the impact of the task variable on the NoM in child-child interactions in foreign language contexts are virtually non-exixtent. This study analyses the amount and type of NoM operationalised as conversational adjustments (CAs) present in the interactions of primary education L1-Spanish young learners (YLs) of English on two different tasks. Participants were 40 eight-year-old children enrolled in a partial immersion Content and Language Integrated Learning (CLIL) program. Ten pairs took part in a two-way pictureplacement jigsaw, while the other ten participated in a one-way picture-placement storybased task. The results indicate that the impact of task type on the amount and type of CAs produced by participants is more far-reaching than expected, revealing a significantly greater amount of CAs in the one-way task. This finding locates this variable at the very core of the list of factors directly impinging on NoM.
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HOSHI, MAYUMI. "Examining a mailing list in an elementary Japanese language class." ReCALL 15, no. 2 (November 2003): 217–36. http://dx.doi.org/10.1017/s0958344003000727.
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This study examines the possible effects of a mailing list discussion on second/foreign language learning in the form of an explorative case study. Forty-six students in an elementary-level Japanese language class at a Canadian university participated. The study consists of three parts: interaction analysis, content analysis, and a student survey. The first two parts referenced the entire mailing list discussion archive. The number of the messages totaled 298. In order to analyze learner interaction, a map of interaction was designed and Levin, Kim and Riel’s (1990) Intermessage Reference Analysis (IRA) was applied. Content analysis was then carried out on the topics, context-type, and depth of learning process involved in each message. Lastly, a survey was distributed in order to discern participants’ perceptions towards the use of a mailing list for language learning. The results of the interaction and content analysis show how a mailing list discussion can provide a place to reflect on course content, enabling students to increase their linguistic knowledge through an exchange of ideas, thoughts, and opinions via student-centered interactions. The result of the participant survey shows that although the students’ participation in and perceptions towards the mailing discussion is not uniform, 35% of the students perceived the value of a mailing list discussion to be high. Through the examination of three different methods of analysis, the study concludes that there is a good potential for the use of mailing list discussions in second/foreign language learning. However, further research is necessary to determine which factors contribute to the successful use of this medium.
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Prebianca, Gicele Vieira, Vital Pereira dos Santos Junior, and Kyria Rebeca Finardi. "Analysis of an educational software for language learning: insights from the Theory of Structural Cognitive Modifiability and Human-Computer Interaction." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 30, no. 1 (2014): 95–114. http://dx.doi.org/10.1590/s0102-44502014000100006.
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The aim of the study is to analyze a software for teaching English as a foreign language reporting (i) the interaction between the software and the learner; (ii) the cognitive/mental operations required to perform the tasks in software and (iii) the pedagogical strategies implemented by the software. Human-Computer Interaction (HCI) aspects of the software were also analyzed so as to evaluate its degree of interactiveness and usability (Ergolist, 2011). Results of the study suggest that the software is content-oriented and the ergonomic analysis revealed that the didactic resources applied by the software meet most usability criteria, requiring few modifications.
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Annand, David. "Social presence within the community of inquiry framework." International Review of Research in Open and Distributed Learning 12, no. 5 (June 29, 2011): 40. http://dx.doi.org/10.19173/irrodl.v12i5.924.
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<p>The role of social presence as defined by the community of inquiry (CoI) framework is critiqued through a review of recent literature. Evidence is presented that questions the actual extent of knowledge co-construction that occurs in most higher education settings and therefore challenges the framework’s underlying assumption of the need for sustained, contiguous, two-way communication in higher-level online learning environments. The CoI framework has evolved from the description of a learning process within a social constructivist paradigm to an empirically testable construct in an objectivist paradigm. Related research results indicate that social presence does not impact cognitive presence in a meaningful way and that best teaching practices suggested by CoI-based studies are informed by objectivist, cognitively oriented learning theories. These suggest that higher-order cognition may be achieved through wide and varied combinations of learner–teacher, learner–content, and learner–learner interaction. Controlled studies can and should be undertaken to compare learning outcomes using sustained, contiguous, two-way communication to other learning models. To facilitate this, subcategories of social and teaching presences need to be revamped and analysis adjusted to separate processes that support explicitly group-based learning activities from those used by individual students.</p>
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Abdullah Alharbi, Mohammed. "Patterns of EFL Learners’ and Instructor’s Interactions in Asynchronous Group Discussions on Free Writing." Journal of Information Technology Education: Research 17 (2018): 505–26. http://dx.doi.org/10.28945/4143.
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Aim/Purpose: The aim of the present study was to examine peer interactions and the instructor’s facilitation of online asynchronous group discussions on free writing among 20 learners of English as a foreign language (EFL) joining one Saudi university over one academic semester. The study also attempted to explore the views of the learners on the online interactions. Background: Peer interaction has been one of the interesting topics for research on the applications of computer mediated communication (CMC) tools among learners in different domains, including language learning and writing. However, most of the EFL classroom practices lack such peer interactions and are dominated by teacher-centered approaches. Moreover, although CMC tools serve as interactive platforms for online peer interaction, such interaction needs to be cultivated and maintained by instructors. Methodology: The study was conducted among 20 learners of English as a foreign language (EFL) in one Saudi university over one academic semester. The instructor of the writing course facilitated the asynchronous group discussions of free writing. The data was collected from (l) learners’ peer interactions, (2) instructor’s comments in the discussions and (3) learners’ follow-up individual interviews. A qualitative content analysis of online interactions and a thematic analysis of the students’ responses to the interview questions were performed. Contribution: The use of technology reported in this study maximizes the opportunities for teacher-learner and learner-learner interactions, which are restricted or almost lacking in the EFL writing classroom. The findings of the present study also contribute to previous research on learners’ peer interactions and instructors’ facilitation of asynchronous group discussions. More specifically, the study informs us of the role of peer interactions through asynchronous tools in language learning, including writing. It also highlights the role of instructors in facilitating asynchronous group discussions. Findings: The findings showed that the EFL learners posted 1702 comments distributed among eleven patterns in terms of its language functions: evaluation, problem identification, alterations, clarification, suggestion, justification, agreements and disagreements, comprehension check, procedural, error acknowledgement and others. Analysis of the foci of peer interactions illustrated that the learners engaged in task-oriented interactions: content, organization, purpose, grammar, vocabulary and spelling and punctuations and non-task-oriented interactions: task management and socialization. Based on the analysis of the instructor’s comments, the instructor played an important role in facilitating the group discussions as indicated through his various comments (n=852) on the learners’ discussions. Although the learners expressed their positive views on the role of peer interactions and learner-instructor interactions in enhancing language learning, including writing, grammar and even reading, some of them were challenged by the flow of online interactions, weak net connection and sensitivity to peer feedback. Recommendations for Practitioners: The findings of the study provide valuable recommendations to both learners and instructors who are interested in using asynchronous tools for language learning and, in particular, writing through interactions. The application of such tools is promising, and its value is maximized with instructor’s facilitation of peer interactions. Recommendation for Researchers: The study provides valuable insights into how peer interactions and instructor’s comments are both important when investigating asynchronous group discussions in EFL learning. Therefore, researchers should search this interesting research topic further to enrich our knowledge of it. Impact on Society: Since the study focuses on one country of the EFL context, it is expected to have an impact on the society, particularly university learners and instructors by raising their awareness of the role of technological applications in learning and teaching. Future Research: Future researchers should focus on how peer interactions are distributed among individual learners and how the instructor’s facilitation affects peer interactions in asynchronous group discussions over time.
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Johnson, Robert L. "Expanding a Telecourse with Interactive Projects." Teaching of Psychology 12, no. 2 (April 1985): 96–99. http://dx.doi.org/10.1207/s15328023top1202_12.
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Weekly projects designed for an introductory psychology telecourse encourage student involvement in psychology, even for the remote learner. Interaction with other telecourse students (by phone) and with family and friends makes the telecourse much less passive and impersonal. The projects add sufficient content that the commerical one-semester package can be expanded to a three-term sequence. At the end of a year's trial period, measures of academic performance and attrition, as well as student evaluations, were all found to be positive.
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Ali, Wafaa Gameel Mohamed. "Factors Affecting Nursing Student’s Satisfaction with E- Learning Experience in King Khalid University, Saudi Arabia." International Journal of Learning and Development 2, no. 2 (April 21, 2012): 201. http://dx.doi.org/10.5296/ijld.v2i2.1666.
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Background; the use of information technology and the internet as teaching and learning tool is rapidly expanding into today’s learning environments. Education institutions in the Kingdom of Saudi Arabia (KSA) are preparing students for a rapidly changing information and technology driven world. The KSA needs graduates who are ready for the workplace and who have a high level of knowledge and confidence in the use of technology to help them in their lifelong learning. Since e- learning is conducted using the Internet and World Wide Web, the learning environment becomes more complicated. Students’ initial perceived satisfaction with technology-based e- learning will determine whether they will use the system continually. So this study aimed to assess perceived e-learner satisfaction and investigate the preceding factors influence on nursing students’ satisfaction with e-learning experience in King Khalid University. Subjects: A convenience sample of 135 female nursing students affiliated to University Center for Female Studies, King Khalid University was enrolled in this study. Tool: data were collected by using three tools. The first was concerned with collecting data related to sample characteristics, the second concerned with identifying the factors that may affect the e–learner satisfaction with e–learning. The third concerned with measuring the learner satisfaction with e–learning. Results; revealed that 61.5% of participant students were unsatisfied with their e-learning experience and learner attitude towards computer, learners’ computer anxiety, e-learning course flexibility, e- learning course quality, technology quality, perceived usefulness, perceived ease of use, diversity in assessment, and learner perceived interaction with others were the critical factors affecting learners’ perceived satisfaction. Recommendation &implications: Helping students build their confidence in using computers will make e- learning more enjoyable. Also course content should be relevant, logically organized, easy to use, carefully designed, and presented sparingly. The results show institutions how to improve learner satisfaction and further strengthen their e- learning implementation. Key words: E-learning, E- learner Satisfaction, Factors Affecting E- learner Satisfaction.
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Andrade, Maureen Snow. "Online English Language Learning: Theory-Based Course Design and Pedagogy." Journal of Education and Training Studies 5, no. 3 (January 16, 2017): 1. http://dx.doi.org/10.11114/jets.v5i3.2058.
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The demand for higher education is increasing worldwide. To meet this demand, and to provide increased access, flexible forms of delivery are needed. Although online courses are criticized for a lack of interaction, when intentionally designed, they can provide learners with opportunities for collaboration that supports the achievement of desired learning outcomes. The latter may focus on only content mastery, however, rather than on specific learner needs. The diverse learners entering higher education institutions today due to widening access often need help with how to learn and particularly how to learn in an online context. Inclusion of this element in course design supports immediate and future academic success. This study illustrates how online English language courses, based on distance education, learning, and language acquisition theories and related pedagogical approaches, can result not only in improved linguistic skill, but also broader educational outcomes. The significance of this approach is its focus on how to learn and how to facilitate learning rather than simply on what to learn. The theoretical framework is introduced followed by application of the theories for course design and illustrations of instructor/learner interaction.
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LEAHY, CHRISTINE. "Observations in the computer room: L2 output and learner behaviour." ReCALL 16, no. 1 (May 2004): 124–44. http://dx.doi.org/10.1017/s0958344004001016.
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This article draws on second language theory, particularly output theory as defined by Swain (1995), in order to conceptualise observations made in a computer-assisted language learning setting. It investigates second language output and learner behaviour within an electronic role-play setting, based on a subject-specific problem solving task and the Internet as source of primary information. Students were given a task which includes the collaborative development of a marketing strategy for a chosen product. Data collected consists of the following corpora: emails exchanged between groups, the recorded discussions between each group’s members while engaged in the problem solving activity, oral presentation of the groups’ results as well as the individually written summaries. One area of particular interest is the analysis of the oral L2 output while solving a computer-assisted language learning task. How can the oral interaction be characterised? What kind of conclusions regarding the use of CALL can be drawn from the comparison of the oral interaction and the written output? Another area of interest is the analysis of the written L2 output. Is there evidence of second language acquisition and/or acquisition of content? Can such a CALL setting promote second language acquisition (SLA) and/or acquisition of content? Finally, the study aims to identify whether student-initiated focus on language form can be found. The article answers the questions posed above. Furthermore, the results of this study show that a very high percentage of all communication took place in L2 and occurrences of acquisition of content and language can be demonstrated.
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Duvall, Matthew, Anthony Matranga, and Jason Silverman. "Designing for and facilitating knowledge-building discourse in online courses." Information and Learning Sciences 121, no. 7/8 (June 27, 2020): 487–501. http://dx.doi.org/10.1108/ils-04-2020-0081.
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Purpose Founded in sociocultural theories of learning, the authors argue that engaging learners in collaborative knowledge building is critical. When responding to others’ ideas, research shows that learners in online settings more frequently focus on surface-level aspects of colleagues’ contributions – sharing, comparing and praising – rather than engaging in knowledge building. Collaborative, knowledge-building discourse includes generative interactional practices that feature disagreeing, negotiating meaning, testing and reflecting on co-constructed ideas, summarizing conversations and making metacognitive contributions to discussions. The purpose of this paper is to review studies that show evidence of key design features and pedagogical practices that support collaborative knowledge building by promoting generative interactional practices and particular patterns in interaction. Design/methodology/approach This conceptual paper presents pragmatic design and instructional guidelines for online course discussions. The purpose is to synthesize existing research and share a detailed framework for supporting generative discussion in asynchronous online work. Findings The authors review studies that show evidence of key design features and pedagogical practices that support collaborative knowledge building. Design features to promote generative discourse include using the asynchronous nature of online settings to have students work privately, share their work, discuss their work with the class and then revise; providing instructions/discussion criteria that scaffold knowledge building; and using appropriate digital tools that mediate interaction around content. The pedagogical practices that affect patterns of interaction include modeling generative discourse, promoting increased interactions by and between participants and using opportunistic grouping strategies. Originality/value The authors include examples from one of their existing online courses that include these design features and pedagogical practices and discuss results from their ongoing work regarding the generativity of learner interactions in this course.
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Huang, Xian Ying, and Qiong Cao. "Study on Mobile Learning Platform Based on Wireless Communication." Applied Mechanics and Materials 347-350 (August 2013): 2223–27. http://dx.doi.org/10.4028/www.scientific.net/amm.347-350.2223.
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The rapid development of mobile technology has brought the change of learning. Mobile learning refers to a new kind of learning for the use of wireless communication technologies and mobile equipments to obtain the educational information, resources, and services. The framework of mobile learning system using wireless communication technology is proposed, a mobile learning support system with multiple wireless terminals is implemented which customs communication protocol to communicate with each other and uses multi-threading technology. The server push learning content to the terminal, learners receive information or to send information to the server through wireless terminal, to feedback information and interaction, and server processes terminal information, data analysis, and then sent to the learner. The system can be applied to a variety of mobile learning occasions, the application shows that the effect of the system effectively reduce the learning environment, and to increase the participation and interest of the learner, improve learning efficiency and learning outcomes.
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Yilmaz, Yucel, and Gisela Granena. "The effects of task type in Synchronous Computer-Mediated Communication." ReCALL 22, no. 1 (January 2010): 20–38. http://dx.doi.org/10.1017/s0958344009990176.
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AbstractThis study examines the potential of learner-learner interaction through Synchronous Computer-Mediated Communication (SCMC) to focus learners’ attention on form. Focus on form is operationalized through Language-Related Episodes (LREs), instances where learners turn their attention to formal aspects of language by questioning the accuracy of their own or each other’s language use. The study also compares two task types, jigsaw and dictogloss, with respect to the number and characteristics of LREs. Ten adult intermediate ESL learners from an intensive English language program in the US worked together in dyads to carry out one jigsaw and one dictogloss task in an SCMC environment. Tasks were controlled for content and were presented in two alternative orders. The dictogloss in this study generated more LREs than the jigsaw. LREs were also qualitatively different across task types. Jigsaw LREs were implicit and did not result in incorrectly solved outcomes, whereas dictogloss LREs were explicit and resulted in correctly solved, incorrectly solved, and unresolved outcomes.
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Kuo, Chin-Hwa, David Wible, Meng-Chang Chen, Li-Chun Sung, Nai-Lung Tsao, and Chia-Lin Chio. "The Design of an Intelligent Web-Based Interactive Language Learning System." Journal of Educational Computing Research 27, no. 3 (October 2002): 229–48. http://dx.doi.org/10.2190/xjve-x9jm-ul46-er0t.
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The design of an Intelligent Web-based Interactive Language Learning (IWiLL) system to support English learning on the Internet is described. We designed two kinds of learning environments: 1) an interactive English writing environment; and 2) an authentic conversation learning environment. These are intended to improve learners' basic language skills in listening, reading, speaking, and writing. In addition, the system also offers authoring tools that facilitate teachers' content preparation. The system not only provides multimedia learning environments for users, but also builds a learner corpus, an archive of English texts written by learners for whom English is a second language. Further analysis of the learner corpus creates the potential to detect the users' persistent errors and then to provide adequate help to the users. An important aspect of the system is the careful integration of the multimedia environments in ways that systematically enrich the learners exposure to and grasp of specific aspects of the target language. For example, particular targeted vocabulary items can be encountered in text as well as video. The system also is designed to track a variety of facets of each learner's interaction with the environment. This tracked data in turn supports spiraling of English material that the learner has encountered.
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Troussas, Christos, Akrivi Krouska, and Cleo Sgouropoulou. "Improving Learner-Computer Interaction through Intelligent Learning Material Delivery Using Instructional Design Modeling." Entropy 23, no. 6 (May 26, 2021): 668. http://dx.doi.org/10.3390/e23060668.
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This paper describes an innovative and sophisticated approach for improving learner-computer interaction in the tutoring of Java programming through the delivery of adequate learning material to learners. To achieve this, an instructional theory and intelligent techniques are combined, namely the Component Display Theory along with content-based filtering and multiple-criteria decision analysis, with the intention of providing personalized learning material and thus, improving student interaction. Until now, the majority of the research efforts mainly focus on adapting the presentation of learning material based on students’ characteristics. As such, there is free space for researching issues like delivering the appropriate type of learning material, in order to maintain the pedagogical affordance of the educational software. The blending of instructional design theories and sophisticated techniques can offer a more personalized and adaptive learning experience to learners of computer programming. The paper presents a fully operating intelligent educational software. It merges pedagogical and technological approaches for sophisticated learning material delivery to students. Moreover, it was used by undergraduate university students to learn Java programming for a semester during the COVID-19 lockdown. The findings of the evaluation showed that the presented way for delivering the Java learning material surpassed other approaches incorporating merely instructional models or intelligent tools, in terms of satisfaction and knowledge acquisition.
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Savonitti, Gabriel, and Joao Mattar. "Entertainment Games for Teaching English as a Second Language." International Journal for Innovation Education and Research 6, no. 2 (February 28, 2018): 188–207. http://dx.doi.org/10.31686/ijier.vol6.iss2.970.
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This article explores the use of entertainment games for teaching English as a second language. It is a narrative literature review of theories of motivation and learning. To facilitate the choice of didactic resources to be used in the English classroom by teachers, this study brings to light the characteristics relevant to teaching that can be found in games, associated with different genres. In this sense, 14 researches involving digital games of entertainment were analyzed, using as basis Gardner’s theories of motivation in the teaching, games and the active learner of Gee, zone of proximal development of Vygotsky, tangential learning model of Portnow and Brown, model of the monitor, Krashen’s input hypothesis, Schumann’s acculturation model, and the hypothesis of the interaction proposed by several authors such as Gass and Larsen-Freeman and Long. The results obtained were the definition of the relevant characteristics to teaching and learning in games and the identification of the genres associated to these characteristics. The discussion used the following characteristics found in the analyzed texts: motivation, classroom interaction, social interaction in the game, tangential learning, grades, complementary material, vocabulary, repetitive written content, big written content, need for text interpretation, audio and text.