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Artykuły w czasopismach na temat „Interaction analysis in education”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 29 lipca 2024

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1

Kagan, Dona M., and Donald J. Grandgenett. "Personality and interaction analysis." Research in Education 37, no. 1 (May 1987): 13–24. http://dx.doi.org/10.1177/003452378703700102.

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Jordan, Brigitte, and Austin Henderson. "Interaction Analysis: Foundations and Practice." Journal of the Learning Sciences 4, no. 1 (January 1995): 39–103. http://dx.doi.org/10.1207/s15327809jls0401_2.

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Offor, Patrick, and Simon Cleveland. "Ontological Analysis of An ERP Implementation Success and Education." International Journal of Smart Education and Urban Society 9, no. 3 (July 2018): 52–67. http://dx.doi.org/10.4018/ijseus.2018070105.

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Enterprise resource planning (ERP) implementations are plagued by high failure rates. Extant literature has proposed a myriad of critical success factors that contribute to successful ERP implementations, but there is still a gap in understanding the interaction of the complex internal subsystems that play a role in such successes. This study presents an ontological analysis of several subsystems and their interaction at the GCSS-Army ERP implementation. It leverages the system thinking theory and a novel analogous example to explain the interactions and properties of these subsystems.

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Le, Thu, Daniel Bolt, Eric Camburn, Peter Goff, and Karl Rohe. "Latent Factors in Student–Teacher Interaction Factor Analysis." Journal of Educational and Behavioral Statistics 42, no. 2 (January 6, 2017): 115–44. http://dx.doi.org/10.3102/1076998616676407.

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Classroom interactions between students and teachers form a two-way or dyadic network. Measurements such as days absent, test scores, student ratings, or student grades can indicate the “quality” of the interaction. Together with the underlying bipartite graph, these values create a valued student–teacher dyadic interaction network. To study the broad structure of these values, we propose using interaction factor analysis (IFA), a recently developed statistical technique that can be used to investigate the hidden factors underlying the quality of student–teacher interactions. Our empirical stu

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Denisenkova, N. N. "Politological Analysis of Interaction of Authority and Education." RUDN Journal of Political Science, no. 4 (December 15, 2016): 7–18. http://dx.doi.org/10.22363/2313-1438-2016-4-7-18.

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In the article is presented the politological analysis of the interaction of authority and education in Russian society to identify the understanding of relations among authority structures and education in the system of state regulation. This interaction is defined as a scientific definition and as a mechanism for the practical implementation of modern upgrades in the field of education in Russia. This approach allowed us to form a fairly complete representation of the possible forms and methods of the Russian authority influence on the educational process in the context of a comprehensive mo

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Yim, Taekkyun. "Analysis of Educational Interaction Types for Literacy Education." Korean Association for the Study of Religious Education 69 (May 30, 2022): 53–79. http://dx.doi.org/10.58601/kjre.2022.05.30.04.

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Navaz, Abdul Majeed Mohamed. "Developing Interaction in ESL Classes: An Investigation of Teacher-Student Interaction of Teacher Trainees in a Sri Lankan University." International Journal of Learning, Teaching and Educational Research 20, no. 2 (February 28, 2021): 174–96. http://dx.doi.org/10.26803/ijlter.20.2.10.

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This study examines the possibility of using of IRF (Initiation-Response-Follow-up) sequence of teacher-student interaction in Sri Lankan ESL (English as a Second Language) classes for developing longer interactional exchanges which are believed to be useful for language development. Usually, in Sri Lankan ESL classes, teachers ask more display questions and a few referential questions. As a result, teacher-student interaction occurs only occasionally and they follow the traditional IRF pattern with an evaluation at the third move. Teachers could develop longer interactional exchanges by givin

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Potmenskaya, E. V. ,., та V. A. Yakimenko. "ВЗАИМОДЕЙСТВИЕ ДЕТСКОГО САДА И СЕМЬИ В УСЛОВИЯХ РЕАЛИЗАЦИИ ФЕДЕРАЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ ПРОГРАММЫ ДОШКОЛЬНОГО ОБРАЗОВАНИЯ". Novye issledovania, № 2(78) (2024): 35–41. http://dx.doi.org/10.46742/2949-5377-2024-78-2-35-41.

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The article is devoted to the issue of organizing interaction between kindergarten and family in the modern legal field. The essence of the concept of “interaction” is indicated. An analysis of modern features of interaction between the teaching staff of a kindergarten and the family was carried out. The experience of organizing the interaction of a kindergarten in the context of the implementation of the federal educational program for preschool education is systematized.

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Rafid, Rahmad, and Farizal Khusnul Khotimah. "Interaction analysis on social-education of Indonesian school students: A literacy activity." Journal of Social, Humanity, and Education 1, no. 4 (August 25, 2021): 269–80. http://dx.doi.org/10.35912/jshe.v1i4.527.

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Abstract Purpose: The purpose of this study is to analyze the socio-educational interactions between teachers and students. This article also looks at a literacy activity utilized by the teachers and students and their interaction patterns. Research methodology: This research applied a naturalistic approach and descriptive qualitative research design. The data were collected through observation, interviews, and documentation. The data then were analyzed descriptively using the Miles and Huberman analysis model, namely data condensation, data presentation, and concluding. Results: The research

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Gunawardena, Charlotte N., Constance A. Lowe, and Terry Anderson. "Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing." Journal of Educational Computing Research 17, no. 4 (December 1997): 397–431. http://dx.doi.org/10.2190/7mqv-x9uj-c7q3-nrag.

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This study attempts to find appropriate interaction analysis/content analysis techniques that assist in examining the negotiation of meaning and co-construction of knowledge in collaborative learning environments facilitated by computer conferencing. The authors review strengths and shortcomings of existing interaction analysis techniques and propose a new model based on grounded theory building for analyzing the quality of CMC interactions and learning experiences. This new Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing was developed after p

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Ailincai, Rodica, François-Xavier Bernard, and Annick Weil-Barais. "Genesis of Two Educational Interaction Analysis Models in an Informal Educational Setting." American Journal of Educational Research 3, no. 7 (July 4, 2015): 929–43. http://dx.doi.org/10.12691/education-3-7-18.

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Krzyżak, Joanna, and Jolanta Walas-Trębacz. "Challenges in remote education: analysis of social interaction, motivation and engagement." e-mentor 104, no. 2 (May 2024): 44–53. http://dx.doi.org/10.15219/em104.1654.

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This article analyses selected challenges of remote education, focusing on the impact of the COVID-19 pandemic. It is divided into a theoretical part, synthetically explaining the key challenges related to remote education: social interactions, students' motivation and engagement, and an empirical part, presenting the results of a survey conducted on 1828 students at the Cracow University of Economics. The empirical research enabled analysis of the impact of selected distance education factors on the level of perceived learning outcomes by students, with a particular focus on social interactio

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Macdonald, Doune. "The Relationship between the Sex Composition of Physical Education Classes and Teacher/Pupil Verbal Interaction." Journal of Teaching in Physical Education 9, no. 2 (January 1990): 152–63. http://dx.doi.org/10.1123/jtpe.9.2.152.

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This study examined the relationship between the sex composition of physical education classes and teacher/pupil interactions. Eighteen Grade 9 or 10 hockey lessons were videotaped and verbal interactions were coded using a modified interactional analysis observation system. All teacher/pupil interactions were classified into one of six categories and the relative frequency of each interactional type was compared as a function of the class composition and the sex of the teacher using nonparametric analyses of contingency. To account for variations in lesson duration, interaction rates were als

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Aufa, Ari Abi, and Giati Anisah. "Understanding Metaverse in Education: Connecting Metaverse to the existing Cultural Education in Indonesia." Research, Society and Development 12, no. 4 (April 4, 2023): e12512441120. http://dx.doi.org/10.33448/rsd-v12i4.41120.

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Communication technology develops so rapidly that it changes the forms of interaction between people. Digital interaction that brings humans together in a virtual world seems to replace face-to-face interaction that has been a human habit since ancient times. However, digital interaction through media turns out to have many shortcomings and reduce the values that characterize a society. Even so, innovation in communication technology cannot be stopped, and now there is a metaverse. A digital platform that allows man to interact in the virtual world three-dimensional. Although this technology c

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Grivins, Mikelis. "Pupil Grouping: Education Agent Interaction Influence on Education Results." Multidisciplinary Journal of Educational Research 3, no. 2 (June 14, 2013): 147–72. http://dx.doi.org/10.4471/remie.2013.10.

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This research illustrates how pupil grouping within primary education influences their possibilities to achieve high education results. Paper aims to show how does pupils’ achievements and education interpretation are constructed and how such constructs are connected to teacher interpretation of pupils’ abilities. Analysis is concerned with micro interaction occurring in schools between teacher and pupil. Research is elaborated in interpretative perspective and based on theories of new sociology of education and grouping. To obtain information about questions analyzed several interviews with L

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OGNEVIUK, Viktor, Mariia MALETSKA, Nataliia VINNIKOVA, and Vitaliy ZAVADSKYI. "Videogame as Means of Communication and Education: Philosophical Analysis." WISDOM 21, no. 1 (March 28, 2022): 101–16. http://dx.doi.org/10.24234/wisdom.v21i1.626.

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The study is devoted to the philosophical consideration of specific features of communication and education through the use of video games. The purpose of the research was to consider the specific features of communication in the process of interaction within video games, to reveal their educational potential and the difference in their use for educational purposes. The analysis of videogame definitions has allowed focusing on their specific features, namely: interactive, rule-based nature and the need of the specific hardware. As a result, the possible types of dialogue within video games hav

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정명기, 이제영, and Kim,Jeong-ryeol. "An Analysis of Learner Interaction in Smart English Education." Multimedia-Assisted Language Learning 16, no. 4 (December 2013): 39–65. http://dx.doi.org/10.15702/mall.2013.16.4.39.

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Mozhaeva, Galina. "Network Interaction in Distance Education: Analysis of Russian Experience." Procedia - Social and Behavioral Sciences 152 (October 2014): 1124–27. http://dx.doi.org/10.1016/j.sbspro.2014.09.286.

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Mohamed, Mustafa M. A., Hatem A. M. Darabee, and Emrah Soykan. "HUMAN-COMPUTER INTERACTION IN MEDICAL EDUCATION." Near East University Online Journal of Education 4, no. 1 (February 13, 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 select

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Gelzheiser, Lynn M., Margaret Mclane Rose, Joel Meyers, and Robert M. Pruzek. "IEP-Specified Peer Interaction Needs: Accurate but Ignored." Exceptional Children 65, no. 1 (October 1998): 51–65. http://dx.doi.org/10.1177/001440299806500104.

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This research addressed two questions about instruction to enhance the social competence of students with disabilities: (a) How adequate were individualized education program (IEP) statements of present level of functioning and goals related to peer interactions? and (b) How appropriate to pupil peer interaction needs and how extensive was instruction? Data sources included IEPs; observations of pupils and teachers in content area, special area, and special education settings; and interviews. Analysis indicated that the IEP accurately characterized peer interactions, but that instructional pra

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Huang, Changqin, Zhongmei Han, Ming Li, Xizhe Wang, and Wenzhu Zhao. "Sentiment evolution with interaction levels in blended learning environments: Using learning analytics and epistemic network analysis." Australasian Journal of Educational Technology 37, no. 2 (May 10, 2021): 81–95. http://dx.doi.org/10.14742/ajet.6749.

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Sentiment evolution is a key component of interactions in blended learning. Although interactions have attracted considerable attention in online learning contexts, there is scant research on examining sentiment evolution over different interactions in blended learning environments. Thus, in this study, sentiment evolution at different interaction levels was investigated from the longitudinal data of five learning stages of 38 postgraduate students in a blended learning course. Specifically, text mining techniques were employed to mine the sentiments in different interactions, and then epistem

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Müller-Frommeyer, Lena C., and Simone Kauffeld. "Gaining insights into organizational communication dynamics through the analysis of implicit and explicit communication." Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO) 52, no. 1 (January 26, 2021): 173–83. http://dx.doi.org/10.1007/s11612-021-00559-9.

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AbstractThis report in the journal Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie aims at presenting how the analysis of implicit and explicit communication in organizational interaction can advance our insights into and implications for these interactions for research and science. Communication is a central process in modern organizations. Especially recurring forms of interaction in organizations (e.g., meetings or appraisal interviews) are of great importance for personal and organizational success. In these interactions, the communication between the

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Lv, Kaiyue, Zhong Sun, and 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 intell

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Hasan, Askiah, and Putu Wahyu Sudewi. "Verbal interaction in the classroom at SMP Negeri 6 Majene: An analysis flanders interaction categories." Journal of Research on English and Language Learning (J-REaLL) 3, no. 2 (October 10, 2022): 72–78. http://dx.doi.org/10.33474/j-reall.v3i2.17646.

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The purpose of this study was to analyze the verbal interactions of students in class VIII of SMP Negeri 6 Majene, by analyzing the verbal interactions between teachers and students in class VIII of SMP Negeri 6 Majene in the 2020/2021 school year. This research is a descriptive qualitative research. Data collection techniques used checklist observation and video tapping. Researchers took 10 grade VIII students of SMP Negeri 6 Majene as research subjects. The results showed that in the teacher category more often appeared to accept feeling, ask question, criticizes / justifies authority. Furth

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Lei, Jun, and Teng Lin. "Emergency Online Learning: The Effects of Interactional, Motivational, Self-Regulatory, and Situational Factors on Learning Outcomes and Continuation Intentions." International Review of Research in Open and Distributed Learning 23, no. 3 (September 1, 2022): 43–60. http://dx.doi.org/10.19173/irrodl.v23i3.6078.

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This study investigated the effects of interactional, motivational, self-regulatory, and situational factors on university students’ online learning outcomes and continuation intentions during the COVID-19 pandemic. Data were collected from 255 students taking a business course at a university in southern China. Hierarchical multiple regression analyses revealed that while family financial hardship caused by COVID-19 was a marginally significant negative predictor of students’ learning outcomes, learner–content interaction; instructors’ provision of e-resources, course planning, and organisati

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Halpin, Sean N., Michael Konomos, and Kathryn Roulson. "Using Applied Conversation Analysis in Patient Education." Global Qualitative Nursing Research 8 (January 2021): 233339362110129. http://dx.doi.org/10.1177/23333936211012990.

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The conversation strategies patients and clinicians use are important in determining patient satisfaction and adherence, and health outcomes following patient education—yet most studies are rife with surveys and interviews which often fail to account for real-time interaction. Conversation analysis (CA) is a powerful but underused sociological and linguistic technique aimed at understanding how interaction is accomplished in real-time. In the current manuscript, we provide a primer to CA in an effort to make the technique accessible to patient education researchers including; The history of CA

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Faul, Jessica, Minjung Kho, Wei Zhao, Kalee Rumfelt, Miao Yu, Colter Mitchell, and Jennifer Smith. "TRANSETHNIC META-ANALYSIS OF INTERACTIONS BETWEEN GENETICS AND EARLY-LIFE SOCIOECONOMIC CONTEXT ON COGNITION." Innovation in Aging 7, Supplement_1 (December 1, 2023): 216–17. http://dx.doi.org/10.1093/geroni/igad104.0715.

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Abstract Later-life cognitive function is influenced by genetics as well as early- and later-life socioeconomic context. However, few studies have examined the interaction between genetics and early childhood factors. Using gene-based tests (interaction sequence kernel association test [iSKAT]/iSKAT optimal unified test), we examined whether common and rare variants in 39 gene regions previously associated with cognitive performance, dementia, and related traits had an interaction with childhood socioeconomic context (parental education and financial strain) on memory performance or decline in

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Philip, Thomas M., and Ayush Gupta. "Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education." Review of Research in Education 44, no. 1 (March 2020): 195–217. http://dx.doi.org/10.3102/0091732x20903309.

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In this chapter, we examine a significant shift in research in the learning sciences, mathematics education, and science education that increasingly attends to the co-construction of power and learning. We review articles in these fields that embody a new sense of theoretical and methodological possibilities and dilemmas, brewing at the intersections of critical social theory and the methodological approaches of interaction analysis and microgenetic analysis. We organize our review into three thematic categories: (1) the dynamic construction of identity and ideology, (2) attending to the organ

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Wang, Xiaozhuan, Aminuddin Bin Hassan, How Shwu Pyng, and Han Ye. "Exploring the Influence of Teacher-Student Interaction Strength, Interaction Time, Interaction Distance and Interaction Content on International Student Satisfaction with Online Courses." International Journal of Learning, Teaching and Educational Research 21, no. 2 (February 28, 2022): 380–96. http://dx.doi.org/10.26803/ijlter.21.2.21.

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Since the outbreak of COVID-19 in January 2020, international online courses in universities in China have begun to develop on a large scale. This study explores the related influencing factors of teacher-student interaction on international student satisfaction with online courses in Chinese universities. It reveals which aspects of teacher-student interaction in online classes positively correlate with international students' satisfaction. This study is of a quantitative nature with four (independent variables (IVs) and one dependent variable (DV). The four IVs are the four dimensions of tea

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Dobrova, Victoria V. "Education and culture: cross-cultural analysis." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 21, no. 1 (April 7, 2024): 5–14. http://dx.doi.org/10.17673/vsgtu-pps.2024.1.1.

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The paper deals with the basic pedagogical categories of education, training, upbringing in cross-cultural aspect. The differences in the conceptual apparatus of domestic and foreign pedagogy in the definition of education, as well as in the allocation of upbringing and training as components of education are shown. Recently, the content of education is largely understood as a projection of the main components of culture. Culture is an umbrella term that includes all the material and non-material aspects of any human society. The understanding of «culture» is important for pedagogy in general,

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SU TONGA, Emine, and Sami ŞAHİN. "Interaction in Distance Education: Meta-Synthesis of Qualitative Studies." e-Kafkas Eğitim Araştırmaları Dergisi 10, no. 1 (April 15, 2023): 52–75. http://dx.doi.org/10.30900/kafkasegt.1139201.

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Interaction in distance education processes; It has a very important place in the learner's academic performance, attitude and motivation, participation in the lesson and the acquisition of instructional goals and behaviors. According to the data obtained as a result of the analysis in this study, in which the interaction in synchronous and asynchronous distance education processes was investigated by qualitative meta-synthesis method; In the synchronous and asynchronous distance education processes, themes emerged about the purposes for which interactions are established, which features and f

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Nemeth, Lea, Tim Blumenfeld, Ann-Katrin Denn, Anastasia Hirstein, and Frank Lipowsky. "An Exploratory Analysis of Transactive Interaction Patterns in Cooperative Learning Using Sequential Analysis." Education Sciences 13, no. 8 (August 3, 2023): 790. http://dx.doi.org/10.3390/educsci13080790.

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For cooperative learning to be effective, the quality of student–student interaction is crucial. Interactions, which are transactive in nature, are positively related to students’ learning success during cooperative learning. However, little is known about typical interaction patterns during transactive interaction in face-to-face cooperative learning. Therefore, the current study aims to analyze typical interaction patterns of transactive interaction in cooperative learning. Sixty-eight students from seventh to tenth grade were randomly assigned to a total of 23 groups in their classes. The g

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Klein, Ágnes, and Tünde Tancz. "Interaction Analysis in Nurseries." Acta Educationis Generalis 12, no. 3 (November 1, 2022): 135–46. http://dx.doi.org/10.2478/atd-2022-0028.

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Abstract Introduction: The present research aimed to review the qualitative aspects of communication between children and their caregivers. We focused on the presence of quality indicators, on the strategies we encounter in influencing language acquisition in the interaction between children and early childhood educators. Methods: We examined the diversity, awareness and efficiency with which educators use communication tools and techniques in various preschool education situations for children under 3 years of age. In the empirical survey of day-care interactions a questionnaire was based on

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Yang, Qing, Chen Cheng, Zhengjun Wang, Ximiao Zhang, and Jingjing Zhao. "Interaction between Risk Single-Nucleotide Polymorphisms of Developmental Dyslexia and Parental Education on Reading Ability: Evidence for Differential Susceptibility Theory." Behavioral Sciences 14, no. 6 (June 19, 2024): 507. http://dx.doi.org/10.3390/bs14060507.

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While genetic and environmental factors have been shown as predictors of children’s reading ability, the interaction effects of identified genetic risk susceptibility and the specified environment for reading ability have rarely been investigated. The current study assessed potential gene–environment (G×E) interactions on reading ability in 1477 school-aged children. The gene–environment interactions on character recognition were investigated by an exploratory analysis between the risk single-nucleotide polymorphisms (SNPs), which were discovered by previous genome-wide association studies of

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CLAVEL ARROITIA, BEGOÑA. "Analysis of Telecollaborative Exchanges among Secondary Education Students: Communication Strategies and Negotiation of Meaning." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 31 (January 31, 2019): 97–116. http://dx.doi.org/10.30827/portalin.vi31.13828.

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This study presents the analysis of a corpus of 12 telecollaborative interac-tions, recorded on video, between British and Spanish secondary education students during a telecollaborative project funded by the European Commission. The main aim is to analyse negotiation of meaning in these telecollaboration exchanges which are perceived in the liter-ature as a sign of meaningful interaction. It is essential to study instances of telecollaboration in order to identify the possible affordances in the acquisition of communicative and inter-cultural competences. Smith’s (2005) Model of Computer-Medi

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Sancho Guinda, Carmen. "multifaceted nature of interaction in higher education." Journal of Multilingual Theories and Practices 4, no. 1 (April 24, 2023): 142–67. http://dx.doi.org/10.1558/jmtp.23600.

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What do we understand by ‘communicative interaction’ in university settings? Most often, our approach is somewhat reductionist as we tend to envisage interactions confined to class time and particularly to the traditional teacher-led lecture. This article aims to provide a genre-based overview of the diverse communicative interactions that take place in higher education, of the actors and variables shaping them, and of the multiple areas for study and improvement that derive from such analysis. The insights it offers pursue fostering reflective teaching by helping lecturers and syllabus planne

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Rostvall, Anna-Lena, and Tore West. "Analysis of interaction and learning in instrumental teaching." Music Education Research 5, no. 3 (November 2003): 213–26. http://dx.doi.org/10.1080/1461380032000126319.

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Haring, Thomas G., and Catherine Breen. "Units of Analysis of Social Interaction Outcomes in Supported Education." Journal of the Association for Persons with Severe Handicaps 14, no. 4 (December 1989): 255–62. http://dx.doi.org/10.1177/154079698901400403.

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In spite of increased advocacy efforts, demonstrations, and consumer demand for supported education, there is a paucity of empirical research that investigates the predicted outcomes of this model. The rationale for supported education is based largely on increasing social participation, acceptance, and friendships between students with severe disabilities and nondisabled students. This article discusses several issues that underlie the development of measurement systems to evaluate the social effects of supported education. We believe that it is essential to measure the outcomes of supported

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MAEd, Mr Jayson D. Pentinio,. "CLASSROOM INTERACTION IN THE PANDEMIC: AN ANALYSIS USING FLANDERS INTERACTION ANALYSIS CATEGORIES SYSTEM." Education & Learning in Developing Nations 1, no. 1 (June 16, 2023): 105–7. http://dx.doi.org/10.26480/eldn.02.2023.105.107.

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Classroom interaction is a relevant means of course content exchange among classroom interlocutors. Unquestionably, interaction between the teacher and the students became a challenge during the pandemic, especially that classes transitioned to the virtual format. In order to help address the problem, this descriptive research was conducted to describe science classroom interaction in tertiary education in the virtual format in the time of COVID-19 pandemic among 22 participants using Flanders Interaction Analysis Categories System (FIACS). The thorough analysis using FIACS revealed that the v

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Halpin, Sean, Kathryn Roulston, and Michael Konomos. "Using Applied Conversation Analysis in Medical Education." Innovation in Aging 4, Supplement_1 (December 1, 2020): 688. http://dx.doi.org/10.1093/geroni/igaa057.2403.

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Abstract Successful implementation of patient medical education is contingent on the communication strategies used by nurses, patients, and caregivers. Applied conversation analysis (A-CA) is a sociological and linguistic technique aimed at understanding how interaction is accomplished. In this demonstration of A-CA, the authors draw on an 18-month iterative-formative evaluation of patient education that precedes autologous stem cell transplant for persons diagnosed with multiple myeloma (N=70), a type of cancer which disproportionately impacts older adults. In this study, patients and caregiv

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Jingbo, Liu, and James Elicker. "Teacher–child interaction in Chinese kindergartens: an observational analysis." International Journal of Early Years Education 13, no. 2 (January 2005): 129–43. http://dx.doi.org/10.1080/09669760500171139.

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Rudhumbu, Norman. "A Gender-Based Analysis of Classroom Interaction Practices: The Effect Thereof on University Students’ Academic Performance." International Journal of Learning, Teaching and Educational Research 21, no. 5 (May 30, 2022): 22–45. http://dx.doi.org/10.26803/ijlter.21.5.2.

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The need to optimize student interactions in universities for enhanced academic performance has been a subject of debate and discussion in different academic fora. A number of studies have shown that students, both male and female, can assert themselves academically if they are provided with opportunities for active participation and interaction with their lecturers and peers for both the horizontal and the vertical sharing of knowledge. The purpose of this study, therefore, was to investigate the gender-based interaction practices of science, mathematics and technology university students, an

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Maher, Carmel, Mark Hadfield, Maggie Hutchings, and Adam de Eyto. "Ensuring Rigor in Qualitative Data Analysis." International Journal of Qualitative Methods 17, no. 1 (July 10, 2018): 160940691878636. http://dx.doi.org/10.1177/1609406918786362.

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Deep and insightful interactions with the data are a prerequisite for qualitative data interpretation, in particular, in the generation of grounded theory. The researcher must also employ imaginative insight as they attempt to make sense of the data and generate understanding and theory. Design research is also dependent upon the researchers’ creative interpretation of the data. To support the research process, designers surround themselves with data, both as a source of empirical information and inspiration to trigger imaginative insights. Constant interaction with the data is integral to des

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Lewinski, Allison A., Ruth A. Anderson, Allison A. Vorderstrasse, and Constance M. Johnson. "Developing Methods That Facilitate Coding and Analysis of Synchronous Conversations via Virtual Environments." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691984244. http://dx.doi.org/10.1177/1609406919842443.

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Programs via the Internet are uniquely positioned to capture qualitative data. One reason is because the Internet facilitates the creation of a community of similar individuals who can exchange information and support related to living with a chronic illness. Synchronous conversations via the Internet can provide insight into real-time social interaction and the exchange of social support. One way to analyze interactions among individuals is by using qualitative methods such as content, conversation, or discourse analysis. This manuscript describes how we used content analysis with aspects fro

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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, an

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Blanchette, Judith. "Participant interaction in asynchronous learning environments: Evaluating interaction analysis methods." Linguistics and Education 23, no. 1 (March 2012): 77–87. http://dx.doi.org/10.1016/j.linged.2011.02.007.

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Chen, Yu (April), and Soko S. Starobin. "Formation of Social Capital for Community College Students: A Second-Order Confirmatory Factor Analysis." Community College Review 47, no. 1 (December 7, 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 equat

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BOYKOVA, OLGA A. "HISTORICAL ANALYSIS OF INTERACTION BETWEEN SCHOOL AND THEATER IN NATIONAL EDUCATION." Cherepovets State University Bulletin 4, no. 109 (2022): 142–51. http://dx.doi.org/10.23859/1994-0637-2022-4-109-13.

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The article presents a retrospective analysis of the interaction between school and theater at different stages of the national education development. The author reveals a unique advanced experience of interaction between school and theater in the framework of the activities organized by the theater pedagogical departments for children and youth; describes various forms of interaction between school and theater at the present stage by classifying them according to the source of interaction initiative: theater, school, the third party. The main direction of the state policy in the field of supp

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Maulana, Fikri, Anggi Setia Lengkana, and Encep Sudirjo. "Teacher Interaction: A Qualitative Analysis Study in Assessment Learning." JUARA : Jurnal Olahraga 7, no. 3 (November 18, 2022): 865–78. http://dx.doi.org/10.33222/juara.v7i3.2411.

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This study aimed to determine the barriers to communication and instruction in physical education learning in the lower grades. This research method is qualitative, with a research design using a naturalistic inquiry paradigm. In this case, the obstacles analyzed are the obstacles to the interaction of elementary school physical education teachers with the learning of low-grade physical education teachers. Interviews, observations and documentation are used for data collection. As well as using source triangulation as the validity of research results. The results explained the perception of te

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Harwell, Michael. "Misinterpreting Interaction Effects in Analysis of Variance." Measurement and Evaluation in Counseling and Development 31, no. 2 (July 1, 1998): 125–36. http://dx.doi.org/10.1080/07481756.1998.12068958.

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