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Littérature scientifique sur le sujet « Technology Interaction analysis in education »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 1 février 2022

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Articles de revues sur le sujet "Technology Interaction analysis in education"

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Ziegler, Nicole, et Huy Phung. « Technology-mediated task-based interaction ». Technology-mediated feedback and instruction 170, no 2 (8 octobre 2019) : 251–76. http://dx.doi.org/10.1075/itl.19014.zie.

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Abstract This exploratory study examines the extent to which mode differentially impacts the quantity and quality of interactional features in second language (L2) task-based interaction. Following a within-subject, repeated measures design, intermediate adult learners (n = 20) completed four (counter-balanced) tasks with a confederate interlocutor in the following conditions: audio-chat, video-chat, text-chat, and multimodal chat (in which participants could interact using more than one form of communication). Quantitative analyses examined the quality of learners’ interactions, including negotiation, recasts, and LREs. Data regarding learners’ perceptions of type of technology were also collected to provide a more holistic perspective. The results demonstrate differences in terms of interactional features and learners’ preference based on mode of technology.
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Akyeampong, Albert, Teresa Franklin et Jared Keengwe. « Technology and Teacher Education ». International Journal of Information and Communication Technology Education 6, no 2 (avril 2010) : 1–10. http://dx.doi.org/10.4018/jicte.2010040101.

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This study explored one primary question: To what extent do student perceptions of various forms of instructional technology tools predict instructional quality? Participants for the study were drawn from a teacher education program in a large Midwest public university. Data were collected using a web-based survey with a total of 121 responses used in the final analysis. A multiple regression analysis was conducted to evaluate how well Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools predict Student Evaluation of Faculty Instructional Quality. The overall significant results of the regression model and the subsequent significant results of the t-test for Presentation Tools and Productivity Tools is an indication that Presentation and Productivity tools can be used by faculty to facilitate student and faculty interaction, promote cooperation among students, promote active learning techniques, give prompt feedback, emphasize time on task, communicate high expectation and respect diverse talents and ways of learning.
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Lv, Kaiyue, Zhong Sun et Min Xu. « Artificial Intelligent Based Video Analysis on the Teaching Interaction Patterns in Classroom Environment ». International Journal of Information and Education Technology 11, no 3 (2021) : 126–30. http://dx.doi.org/10.18178/ijiet.2021.11.3.1500.

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Recently, the development of technology has enriched the form of classroom interaction. Exploring the characteristics of current classroom teaching interaction forms can clarify the deficiencies of teaching interactions, thereby improving teaching. Based on the existing classroom teaching interactive coding system, this paper adopted ITIAS coding system, and took classroom with interactive whiteboard, interactive television or mobile terminals as research scene, selected 20 classroom videos of teaching cases in this environment as research objects. Computer vision, one of the artificial intelligent technologies was applied for video analysis from four aspects: the classroom teaching atmosphere, the teacher-student interaction, the student-student interaction, the interaction between human and technology. Through cluster analysis, three clusters of sample’s behavioral sequences were found. According to the analysis on the behavioral sequences and the behavioral transition diagram of each cluster, three classroom teaching interaction patterns were identified, including immediate interaction pattern, waiting interaction pattern and shallow interaction pattern.
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Wayne, Kathryn Ross, et Maggie McBride. « Information Technology and the Language of Education ». Bulletin of Science, Technology & ; Society 18, no 5 (octobre 1998) : 365–73. http://dx.doi.org/10.1177/027046769801800508.

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In this article, the authors explore the interaction of language and culture through a metaphorical analysis of the ideas written of in Gregory Stock's book, Metaman, as well as explain how education shares the implicit assumptions of Metaman, thus perpetuating and strengthening a modern-day discourse that embeds a technological manifest destiny enveloped in deficiency as a guiding metaphor.
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Kiss-de-Alejandro, Diana, et Eduardo Castro-Ríos. « Communicative interaction with computer technology ». Comunicar 12, no 24 (1 mars 2005) : 143–49. http://dx.doi.org/10.3916/c24-2005-21.

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New technologies in education have changed the ways people know and think, the mechanisms of apprehension of the reality. In communication terms, the «receptive» use is added to the «interactional» use. This paper analyses the degrees or levels of interaction with computer technology resources settled down by students for a teaching degree from the University of Los Lagos. This is the real impact of the incorporation of the computer technology language and its appropiation in curricular and «extracurricular» contexts, motivated by students and teachers acess to computer technology. Las nuevas tecnologías en la educación han cambiado las formas de conocer y de pensar, los mecanismos de aprehensión de la realidad. En términos de comunicación, al uso «receptivo» se agrega el «interaccional». El trabajo analiza los grados o niveles de interacción que estudiantes de pedagogía de la Universidad de Los Lagos (Osorno, Chile) establecen con los recursos de la informática e identifican los factores que determinarían la naturaleza de los procesos de comunicación. Esto es, el impacto real que ha tenido la incorporación del lenguaje informático y su apropiación en contextos curriculares y extracurriculares, motivados éstos por el acceso a la tecnología informática en el ambiente educativo.
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Mohamed, Mustafa M. A., Hatem A. M. Darabee et Emrah Soykan. « HUMAN-COMPUTER INTERACTION IN MEDICAL EDUCATION ». Near East University Online Journal of Education 4, no 1 (13 février 2021) : 23–38. http://dx.doi.org/10.32955/neuje.v4i1.282.

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Background: As a pivotal and critical constituent of medical education, notable human-computer interaction (HCI) conduct emphasizes attention for building a domain in which each and every employee develops and excels. HCI, as is always an essential partner in medical field, is here understood as the central idea or the thematic statement of the study. Aim: The aim is to summarize the analysis of the selected sample into a compound article that move within the circle of human-computer interaction in medical education. Sample: The study was conducted as a review of 55 articles selected from refined 250 ones, within the concept of technology in medicine in a period of 3 years (2016-2019). Design and methods: descriptive approach is used through an evaluative analysis, where literature review is considered as a tool for data collection.
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Chen, Yu (April), et Soko S. Starobin. « Formation of Social Capital for Community College Students : A Second-Order Confirmatory Factor Analysis ». Community College Review 47, no 1 (7 décembre 2018) : 3–30. http://dx.doi.org/10.1177/0091552118815758.

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Objective: This quantitative study constructed a statistical model to measure family social capital and college social capital among community college students. The authors also examined influences of these two types of social capital constructs on degree aspiration. Method: This study utilized the STEM (Science, Technology, Engineering and Mathematics) Student Success Literacy Survey (SSSL) to collect data in all 15 community college districts in Iowa. With more than 5,000 responses, the authors conducted descriptive analysis, exploratory and confirmatory factor analysis, and structural equation modeling (SEM) analysis. Results: College social capital was measured by three latent variables such as interaction with advisors, interaction with faculty members, and transfer capital. The three latent variables were further measured by 14 survey items. Family social capital was measured by six survey items that described parent–child interaction in high school. The SEM results indicated that college social capital had stronger direct influences on degree aspiration compared with family social capital. The impact of family social capital was delivered through the mediation of college social capital. Contributions: Findings contributed to the literature by emphasizing the important role of institutional agents in promoting degree aspiration. Intervention programs should be implemented to encourage interactions between institutional agents and underrepresented and disadvantaged students.
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Di, Guo Qiang, Wen Li Cao, Rui Luo et Xiang Qi Zeng. « Analysis Twitter Management Platform of College Enrollment and Employment Services ». Advanced Materials Research 627 (décembre 2012) : 903–6. http://dx.doi.org/10.4028/www.scientific.net/amr.627.903.

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Enrollment and employment service is an essential organic component of the higher education teaching process, In this IT era ,with computer popularization and the network technology rapid development, using the advanced technology of computer science to design and manage plays an important role in the development of universities. Twitter is a new Internet media today which attracts the abnormal attention among the world. It has many features, such as interaction, community, immediacy, convenience, originality and back to face and so on. Based on the features of Twitter, it will have great potential to apply Twitter to the modern education of universities, enrollment and employment services, etc. Twitter Management Platform of Enrollment and Employment Services is mainly to provide employment services for college students and do the preparatory work for the recruit of the students who are about to enter the college. Meanwhile it also provides convenience for the interaction among teachers, the interaction among students, the interaction among teachers and students.
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Mayende, Godfrey, Andreas Prinz, Ghislain Maurice Norbert Isabwe et Paul Birevu Muyinda. « Learning Groups in MOOCs : Lessons for Online Learning in Higher Education ». International Journal of Engineering Pedagogy (iJEP) 7, no 2 (19 mai 2017) : 109. http://dx.doi.org/10.3991/ijep.v7i2.6925.

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when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC) run in 2015 and 2016. Qualitative (interaction on the platform) and quantitative (survey) methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can make online learning groups more effective.
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Pujarama, Widya, et Arif Budi Prasetya. « Whatsapp Group as a Communication Technology in Higher Education Internationalization ». JURNAL ILMU KOMUNIKASI, no 2 (10 décembre 2018) : 46–53. http://dx.doi.org/10.33005/jkom.v0i2.23.

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Individual adaptability towards communication media in Higher Education institutions as organizational entities could be reviewed from social semiotic perspective. Following Kress, social semiotic is a theory focuses on how semiotic resources in a varied social situation and locations become meaningful signs regulating human interaction. The theory was adapted in this research to translate patterns and activities of communication occurred in internationalization initiatives recorded in Whatsapp Group PSIK FISIP Universitas Brawijaya, as an artefact of communication. Non-participant observation was conducted towards series of 7 months conversations on Whatsapp Group as sequences of communicative act, and then analysed using Van Leeuwen’s four Dimension of Semiotic Analysis. Results indicate that there were distinction between administrative staff and lecturers with added function in the way they post their messages, indexing “doers” and “thinkers” that further conforming to their offline interaction standpoints when collaborating for internationalization activities.
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Thèses sur le sujet "Technology Interaction analysis in education"

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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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CLARK, DEXTER. « INTERACTION AND LEARNING : AN ANALYSIS OF TWO FRESHMAN PHYSICS COURSES ». University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132328837.

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Sauntson, Helen Victoria. « Girls, boys and discourse performances : pupil interaction and constructions of gender in the key stage 3 technology classroom ». Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364520.

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This thesis explores some ways in which language can be employed as a tool for crosscurricular learning in Key Stage 3 (KS3) education. An examination of how linguistic interaction is employed by pupils as a means of facilitating their attainment of curriculaspecific learning objectives provides a case study for exemplifying how language can be used effectively across disciplines in secondary education. Within the context of exploring pupils' interaction in the subject of Technology, this thesis explores some gender differences in interaction and the potential effects that such differences can have upon gender-differentiated attainment levels in KS3 Technology. The data obtained for the thesis comprises transcripts of small group pupil-pupil discussion taken from KS3 Technology lessons. The conversations of the groups were recorded, transcribed and then analysed using a revised version of Francis and Hunston's (1992) system of discourse analysis. Gender differences in the types of discourse strategies employed by the participants were identified and evaluated in terms of how effectively they function to facilitate the successful attainment of specific learning objectives. The conclusions drawn from the findings of the research are that the discourse collectively produced by the girls in the study tends to be more effective in facilitating the attainment of learning objectives than that which is produced by the boys. This may, in part, provide one possible explanation as to why the girls in the study achieve higher attainment levels in KS3 Technology than the boys.
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Stevens, M. Carla Schenone Palmer James C. « Perception of learners regarding the influence of technology on interaction in a two-way, video/audio distance education television class ». Normal, Ill. : Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088033.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed Aug. 24, 2004. Dissertation Committee: James C. Palmer (chair), George Padavil, Albert T. Azinger, Mohamed Nur-Awaleh. Includes bibliographical references (leaves 155-162) and abstract. Also available in print.
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Becher, David. « Examining student discussion forum participation| A critical analysis of interaction in a fully online classroom ». Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721012.

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Student participation in online classroom discussion fora is becoming an increasingly important subject to examine and analyze because of the potential implications participation can have on student performance and persistence. The objective of this study was to determine if a student’s participation level in online course discussion fora at a fully online institution serving more than 110,000 students was, associated with the grade earned in the course and the likelihood that the student would reenroll for additional courses within a three-month time frame. An analysis also was performed on data collected from a survey administered to a sample of students; the survey asked for their perceptions of their own participation as it related to the online courses they recently completed. This study was unique compared to other studies addressing student participation in the online classroom because the sample of data analyzed consisted of more than 91,000 unique students, 433 unique courses, more than 16,000 course sections, and more than seven million discussion forum posts consisting of more than 1.2 billion words. However, the results of this study were not unique and mirrored other studies’ results in that, students who had higher participation rates in the classroom, as measured by the size and number of discussion forum posts, tended to earn higher grades and enroll in additional courses. Results from the survey showed that students more strongly agreed that they participated in the discussion fora on a regular basis than spending time doing things such as helping other students or having fun in other classroom conversations.

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Kilgore, Leah dee Carter. « An Analysis of Student Achievement, Student Interaction, and Social Elements that Support Online Course Completion for High School Students as Compared Qualitatively with Quantitative Data Retrieved via a Learning Management System ». Thesis, Piedmont College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602620.

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This mixed-method research examines student achievement, student interaction and social elements to determine which elements support online course completion for students in a state virtual school. The quantitative goals seek to find a possible degree of convergence with the course completion average grade. Qualitative data from 10 high school students, their teachers, and quantitative data from their courses were gathered. Quantitative data from the learning management system (LMS) was reproduced, scrubbed of unwanted data, such as dropped students. Mixed method constant comparison was performed to determine a descriptive analysis of three variables: student achievement, student interaction, and social elements. Using the data gathered from the qualitative interviews, a yes or no was assigned to the students for behavioral, cognitive, and social skills. Using descriptive statistics, the skills were compared to the students' course grades. The results revealed a strong pattern match of data for Research Question 1. This data was indicative of the need for behavioral, cognitive, and social skills to complete an online course. Quantitative and teacher data were grouped by themes: asynchronous, administrative, and assessments; synchronous added for teacher data. A constant comparison of data correspondence was performed between the student course average grade, the access data, LMS theme data, and the course average final grade. The investigation of Research Question 2 indicated that the LMS's reporting module can determine interactions to support online course completion by providing average grade analysis along with access analysis and tool usage analysis.

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Nielsen, Niels Bech. « Using electronic voting systems data outside lectures to support learning ». Connect to e-thesis. Move to record for print version, 2007. http://theses.gla.ac.uk/46/.

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Thesis (MSc. (R)) - University of Glasgow, 2007.
MSc. (R) thesis submitted to the Department of Computing Science, Faculty of Information and Mathematical Sciences, University of Glasgow, 2007. Includes bibliographical references.
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Barrow, Jack. « Electronic Dictionary Use in Novice L2 Learner Interaction ». Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/19850.

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CITE/Language Arts
Ph.D.
This microanalytic study focuses on the mutimodal word look-up practices of Japanese foreign language learners of English at the novice level using electronic dictionaries (e-dictionaries) in pair conversations. Not yet investigated with a Conversation Analysis (CA) approach, this analysis examines reoccurring interactional and collaborative repair practices (Schegloff, Jefferson, & Sacks, 1977; Schegloff, 2000) of the learners' look-ups, and explicates from the sequential turn-taking procedures (Sacks, Schegloff, & Jefferson, 1974), the underlying social organization of the e-dictionary look-up sequence. Recent research has found that not-yet-fluent learners are capable of relatively smooth turn-taking (Carroll, 2000, 2004), and they employ various embodied actions (Olsher, 2004) to complete their turns. Nonvocal resources such as gaze movement (Goodwin, 1981) and gestures were also investigated in order to better understand how learners collaboratively utilize vocal and nonvocal resources in hybrid actions, to co-construct the meaning of look-up words, and maintain intersubjectivity. While enrolled in a university intensive English program, thirteen native speakers of Japanese video-recorded thirty-minute conversations; and during these conversations, they completed look-up sequences as interactional achievements. The results indicated that EFL novice learners display sophisticated competencies when using e-dictionaries for communication. While collaboratively completing look-up sequences, they display multimodal competencies by noticing trouble with words, initiating look-ups, making candidate proposals of word translations, correcting themselves, mutually acknowledging their understanding, and maintaining intersubjectivity and sequential relevance. In terms of language learning, learners' collaborative learning of words demonstrates instances of learning-as-interaction (Brouwer & Wagner, 2004; Firth & Wagner, 2007), making public the participants' socially situated cognition. Indications of a change in the participants' cognitive state can emerge in the look-up sequential organization. A lack of knowledge is displayed publically in before-look-up actions, encouraging collaboration in the look-up. Multiple proposals and acknowledgement sequences, often displayed in embodied expansions, provide multimodal indications of a possible change in cognitive state and possible gain in knowledge. Thus, the look-up sequence organization is proposed as an interactional organization for the learning of vocabulary. Finally, the understanding of sequential structures and practices that interactants use in looking up words can inform teachers concerning the efficacy of e-dictionary use in the classroom.
Temple University--Theses
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Hartman, Ian R. « The Effect of Inquiry-Based Learning in a Technical Classroom : The Impact on Student Learning and Attitude ». BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/875.

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This study investigated the effect of inquiry-based instruction in technical undergraduate education. Specifically, the effect was measured along two dimensions: 1) the effect on student learning and, 2) student attitude towards subject matter. The researcher designed an inquiry-based instructional approach to encourage interaction between teacher and students and to help students take more responsibility for their learning. Three technical undergraduate classes participated in the study. Each class was divided into experimental and control groups. For the experimental group, a twice-a-week traditional lecture was replaced with a once-a-week inquiry-based question and answer session. Students in the control group were taught as normal, by a traditional style lecture. Students in the experimental group were expected to use the extra hour, gained by meeting only once once-a-week, to study and prepare. Both groups were administered pre- and post- tests to determine the learning that took place during the experimental intervention. Pre- and post- surveys were also administered to assess the effect of the inquiry-based instruction on student attitude. Additionally, scores from student exams, professor surveys, and researcher observations were used to collect data and understand the effect of the instructional approach. The findings suggest that inquiry-based learning in technical classes can have a positive effect on learning and attitude.
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Pele, Nyameko Victor. « Mediation of learning in business studies in the further education and training phase in the Lejweleputswa education district ». Thesis, Welkom : Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/679.

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Thesis (M. Ed. (Education )) - Central University of Technology, Free State, 2014
This study investigates mediation of learning in Grade 10 Business Studies. Mediation of learning is one of the roles that have to be fulfilled by educators in the teaching and learning situation. Learning theories that focus on teaching and learning provide insight about the study under investigation. Aspects such as teaching, learning, constructivism, mediation of learning, teaching strategies, teaching and learning through different learning theories and assessment for learning are dealt with. A qualitative research design is employed in this study. Data is gathered through observations of Grade 10 Business Studies lessons and questionnaires completed by Grade 10 Business Studies educators. Purposive sampling is used to sample the participants for this study. Ten schools in the Lejweleputswa district and ten Business Studies educators from these schools are sampled. Data is analysed qualitatively and emerging trends are reported on and interpreted. Observations in the study indicated that most Grade 10 Business Studies educators do not implement mediation of learning in their lesson presentations. Learners are mostly passive listeners in the classrooms. Most educators indicated that they implement mediation of learning in their lessons, although observations portrayed the opposite. Educators are in need of training to be successful mediators of learning. Conclusions and recommendations are made regarding mediation of learning in Grade 10 Business Studies classrooms.
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Livres sur le sujet "Technology Interaction analysis in education"

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1964-, Kurubacak Gulsun, dir. Handbook of research on emerging priorities and trends in distance education : Communication, pedagogy, and technology. Hershey PA : Information Science Reference, 2014.

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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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Veldhuis-Diermanse, Anna Elske. CSCLearning ? : Participation, learning activities and knowledge construction in computer-supported collaborative learning in higher education. Wageningen, Netherlands : [s.n.], 2002.

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1949-, Schiller Laura, dir. Using discourse analysis to improve classroom interaction. New York, NY : Routledge, 2009.

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McClanahan, Elaine. Future force : Kids that want to, can, and do ! : a teacher's hanbook. Glendale, CA : Griffin, 1993.

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RELC Seminar on "Patterns of Classroom Interaction in Southeast Asia" (1986 Singapore?). Patterns of classroom interaction in Southeast Asia : Selected papers from the RELC Seminar on "Patterns of Classroom Interaction in Southeast Asia". Singapore : SEAMEO Regional Language Centre, 1987.

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Melanie, Nind, et NetLibrary Inc, dir. Implementing Intensive Interaction in schools : Guidance for practitioners, managers and coordinators. London : David Fulton, 2003.

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Rymenans, Rita. Hier is in principe alles verboden ! : Verbale interactie in de basisschool. [Wilrijk, Belgium] : Universiteit Antwerpen, Universitaire Instelling Antwerpen, Departement Germaanse, Afd. Linguïstiek, 1988.

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An introduction to critical discourse analysis in education. 2e éd. New York : Routledge, 2011.

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Madhu Bala. Classroom interaction : Learning behaviour and achievement. Delhi : S.S. Publishers, 1995.

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Chapitres de livres sur le sujet "Technology Interaction analysis in education"

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Fox-Turnbull, Wendy. « Classroom Interaction in Technology Education ». Dans Encyclopedia of Earth Sciences Series, 1–16. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38889-2_41-1.

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Fox-Turnbull, Wendy. « Classroom Interaction in Technology Education ». Dans Springer International Handbooks of Education, 551–66. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44687-5_41.

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Fox-Turnbull, Wendy. « Oral Interaction in Technology Education ». Dans Learning Technologies and User Interaction, 95–117. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003089704-8.

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Markey, Francis, et Franz Schindler. « Biomolecular-Interaction Analysis (BIA-Technology) ». Dans Modern Optics, Electronics and High Precision Techniques in Cell Biology, 173–94. Berlin, Heidelberg : Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/978-3-642-80370-3_9.

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Valls, Francesc, Ernest Redondo, David Fonseca, Pilar Garcia-Almirall et Jordi Subirós. « Videogame Technology in Architecture Education ». Dans Human-Computer Interaction. Novel User Experiences, 436–47. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39513-5_41.

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Martínez, Alejandra, Yannis Dimitriadis et Pablo de la Fuente. « Interaction Analysis for Formative Evaluation in CSCL ». Dans Computers and Education, 227–38. Dordrecht : Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1122-7_19.

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George, J. H. « Improving Clinical Teaching Skills Using Interaction Analysis ». Dans Advances in Medical Education, 220–22. Dordrecht : Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_65.

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Hewett, Thomas T., et Manfred Tscheligi. « Advanced Interaction in University Based Education ». Dans IFIP Advances in Information and Communication Technology, 423–26. Boston, MA : Springer US, 1995. http://dx.doi.org/10.1007/978-1-5041-2896-4_74.

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Garreta-Domingo, Muriel, Davinia Hernández-Leo et Peter B. Sloep. « Education, Technology and Design : A Much Needed Interdisciplinary Collaboration ». Dans Human–Computer Interaction Series, 17–39. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94794-5_2.

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Lim, Ji Hyoun, Chunik Jo et Dae-Hoon Kim. « Analysis on User Variability in Gesture Interaction ». Dans Convergence and Hybrid Information Technology, 295–302. Berlin, Heidelberg : Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32645-5_38.

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Actes de conférences sur le sujet "Technology Interaction analysis in education"

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Waks, Shlomo. « Engineering Education : Prospective Research Issues ». Dans ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59535.

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There exists an increasing gap between engineering developments and research on educating engineers. There is a need to investigate and develop pedagogical means for advancing engineering education. The problem stems from the fact that most engineering educators are concerned mainly with disciplinary engineering contents, while researchers in the educational domain concentrate on educational psychology and pedagogical aspects. There is not enough cooperation between engineering and education, thus avoiding the creation of synergetic interaction between the two domains in a given engineering education system or situation. This article deals with the question: what has to be investigated in engineering education in order to advance learning activities of students and updating engineers? We will analyze some issues, as they aroused during recent years in a series of research studies on engineering education around the world and in the Department of Education in Technology and Science at the Technion – Israel Institute of Technology. After analyzing the status of engineering education and emergence of relevant R&D activities, possible research questions are presented. For example: (1) How should the contents of an engineering curriculum be determined? By whom? (2) Is there a need for a recognized educational scholarship like that of the existing disciplinary scholarship? (3) Creativity and project work – what do engineering educators and students think about? (4) What are the conditions and means for advancing the learning process in a multimedia environment? (5) What are the pitfalls in using hypermedia during the learning process? (6) What is Self-Learning Regulation (SLR) and why is it an important issue in engineering education? Accordingly possible trends in engineering education research are proposed and discussed.
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Senanayake, Sanjeewanie, Enosha Hettiarachchi et Kamalanath Hewagamage. « AN ANALYSIS ON THE STUDENT INTERACTION AND COLLABORATION IN AN UNDERGRADUATE BLENDED LEARNING COURSE ». Dans 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1204.

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Vitols, Gatis, et Micky Yun Chan. « AUTOMATED SENTIMENT ANALYSIS AND EMOTION RECOGNITION FOR APPROPRIATE AUDIO RECOMMENDATION IN ONLINE INTERACTION ENVIRONMENTS ». Dans 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1734.

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Shi, Guimin, Sheng Yang, Changyong Liu, Zhiming Luo, Shimin Meng et Shaozi Li. « Topology Analysis of Learning Cognitive Flow for Human-Computer Interaction ». Dans 2018 9th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2018. http://dx.doi.org/10.1109/itme.2018.00156.

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Pratt, Deirdre Denise. « An analysis of the design features of three mixed-mode courses in a master’s degree programme ». Dans IASTED International Conference on Education and Technology (ICET). ACTA Press, 2005. http://dx.doi.org/10.51415/10321/247.

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This paper suggests that a system of communicative rfunctions can be used to provide a framework for analysing course design, and illustrates this with reference to three mixed-mode courses intended for use in a master’s programme in Computer Assisted Language Teaching (CALT). The design principle is based on an architecture of functions necessary for effective communication, namely, the contextual, ideational, interactive social and reflexive functions. Because the principle is descriptive rather than prescriptive, and is thought to identify a deep structure of human functioning common to all social interaction, it provides a template for analyse of course design which can be applied within different educational paradigms. The template offers the course designer moving into a new milieu or medium the opportunity to gain a fresh perspective on the process of instructional design. Issues such as the educational context, course content, learning interactions, academic requirements and assessment can be now viewed in terms of how these contribute to knowledge construction, rather than whether the outcome per se is desirable: the latter issue is already addressed comprehensively in current instructional design paradigms.
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Xu, Ting, Qianyi Wu et Zhijun Xu. « The Impact of Online Learners' Social Interaction on Learning Achievement Based on Social Network Analysis ». Dans 2021 9th International Conference on Information and Education Technology (ICIET). IEEE, 2021. http://dx.doi.org/10.1109/iciet51873.2021.9419643.

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Wang, Hao, Cixiao Wang et Feng Wu. « How Multimedia Influence Group Interaction in STEM Education An Epistemic Network Analysis for Online Synchronous Collaborative Learning ». Dans 2020 International Symposium on Educational Technology (ISET). IEEE, 2020. http://dx.doi.org/10.1109/iset49818.2020.00072.

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Nirula, Latika, et Earl Woodruff. « Cognitive Work Analysis and Design Research : Designing for Mobile Human-Technology Interaction Within Elementary Classrooms ». Dans 2006 Fourth IEEE International Workshop on Wireless, Mobile and Ubiquitous Technology in Education (WMTE'06). IEEE, 2006. http://dx.doi.org/10.1109/wmte.2006.261341.

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Alain, George, Tim Coughlan, Anne Adams et Helen Yanacopulos. « Qualitative Data Analysis Challenges in Co-Designing Educational Technology Systems for Refugee Children ». Dans Proceedings of the 32nd International BCS Human Computer Interaction Conference. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/hci2018.217.

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Neves, Rui Gomes. « Preface of the "Symposium on Interactive Computational Modelling in Science, Technology, Engineering and Mathematics Education" ». Dans INTERNATIONAL CONFERENCE OF NUMERICAL ANALYSIS AND APPLIED MATHEMATICS ICNAAM 2019. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0026569.

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Rapports d'organisations sur le sujet "Technology Interaction analysis in education"

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Pomranky, Regina A. Human Robotics Interaction Army Technology Objective Raven Small Unmanned Aerial Vehicle Task Analysis and Modeling. Fort Belvoir, VA : Defense Technical Information Center, janvier 2006. http://dx.doi.org/10.21236/ada476904.

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Vrieling, P. Douglas. Analysis of Alternatives (AoA) of Open Colllaboration and Research Capabilities Collaboratipon in Research and Engineering in Advanced Technology and Education and High-Performance Computing Innovation Center (HPCIC) on the LVOC. Office of Scientific and Technical Information (OSTI), janvier 2016. http://dx.doi.org/10.2172/1234474.

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Dempsey, Terri L. Handling the Qualitative Side of Mixed Methods Research : A Multisite, Team-Based High School Education Evaluation Study. RTI Press, septembre 2018. http://dx.doi.org/10.3768/rtipress.2018.mr.0039.1809.

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Attention to mixed methods studies research has increased in recent years, particularly among funding agencies that increasingly require a mixed methods approach for program evaluation. At the same time, researchers operating within large-scale, rapid-turnaround research projects are faced with the reality that collection and analysis of large amounts of qualitative data typically require an intense amount of project resources and time. However, practical examples of efficiently collecting and handling high-quality qualitative data within these studies are limited. More examples are also needed of procedures for integrating the qualitative and quantitative strands of a study from design to interpretation in ways that can facilitate efficiencies. This paper provides a detailed description of the strategies used to collect and analyze qualitative data in what the research team believed to be an efficient, high-quality way within a team-based mixed methods evaluation study of science, technology, engineering, and math (STEM) high-school education. The research team employed an iterative approach to qualitative data analysis that combined matrix analyses with Microsoft Excel and the qualitative data analysis software program ATLAS.ti. This approach yielded a number of practical benefits. Selected preliminary results illustrate how this approach can simplify analysis and facilitate data integration.
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Scoular, Claire, et Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, mars 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.
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