Assessment for Learning: Co-Regulation in and as Student–Teacher Interaction

2016 ◽  
pp. 327-343 ◽  
Author(s):  
Margaret Heritage
Keyword(s):  
Student Teacher ◽  
Assessment For Learning ◽  
Teacher Interaction

Video-Based Instruction: Issues of Effectiveness, Interaction, and Learner Control

1992 ◽  
Vol 21 (1) ◽  
pp. 45-50 ◽  
Author(s):  
John Barnard
Keyword(s):  
Student Teacher ◽  
Learner Control ◽  
Future Research ◽  
Teacher Interaction ◽  
Broadcast Television ◽  
New Methods ◽  
Based Instruction

Decades of research has shown that television, as a medium for delivering instruction, is at least as effective as classroom lecture. Although many educators have expressed concern over the quality and frequency of student/teacher interaction available through televised courses, studies indicate that different learners may have distinct needs for varying types of interaction. As the use of videocassette recorders has become widespread possibilities have increased for new methods of video-based instruction. The increasing use of videocassettes for delivery of instruction has also raised questions for possible future research on how student use of this medium differs from broadcast television or live classroom lecture.

Live versus videotaped student-teacher interaction

1969 ◽  
Vol 17 (1) ◽  
pp. 47-51
Author(s):  
David R. Taylor ◽  
Edra Lipscomb ◽  
Robert Rosemier
Keyword(s):  
Student Teacher ◽  
Teacher Interaction

The role of digital technologies in student — teacher interaction during graduate design work preparation

2021 ◽  
pp. 89-97
Author(s):  
Viktor Kuzmichev ◽  
Irina Zhukova ◽  
Albina Malinskaya ◽  
Nataliya Sakharova ◽  
Marina Surikova
Keyword(s):  
Student Teacher ◽  
Digital Technologies ◽  
Teacher Interaction ◽  
Design Work

Transference: A Student-Teacher Interaction

1966 ◽  
Vol 74 (4) ◽  
pp. 446-452 ◽  
Author(s):  
B. Kevin Hargadon
Keyword(s):  
Student Teacher ◽  
Teacher Interaction

scholarly journals STUDENT – TEACHER INTERACTION: A CASE OF THE SECOND YEAR OF STATE SENIOR HIGH SCHOOLS IN CEPU

2014 ◽  
Vol 3 (2) ◽  
pp. 25
Author(s):  
Andika Cahya Ari Wibowo
Keyword(s):  
High School ◽  
High Schools ◽  
Student Teacher ◽  
Classroom Interaction ◽  
Teacher Interaction ◽  
High School English ◽  
English Classes ◽  
Second Year ◽  
Dominant Characteristic ◽  
Observation Method

Abstract The purposes of the study are to Dnd out the amount of lan- guage produced by the teacher (Teacher Talking Time) and by the students (Student Talking Time) and to identify the characteristics of the classroom interaction in the Senior High School English classes. The study involved the second year students and the English teachers of SMA N I Cepu and SMA N II Cepu as the object of the study. Observation method is utilized in the study to collect the data. The study is supported by one thousand four hundreds and forty data which are categorized into the ten categories of Flanders (FIAC). In details, the Drst result of the analysis shows that 70.5 % of the classroom available time was taken by the teacher and the stu- dents only took 21.6 % of the available time during the interaction in SMA N I Cepu. Meanwhile, during the interaction in SMA N II Cepu the teacher took 69.6 % of the classroom available time while the students only took 22.2 % of the available time. The second result shows that the dominant characteristic of the classroom interaction in SMA N I Cepu was Teacher Talking Time while the dominant characteristic in SMA N II Cepu was Con- tent Cross. Keywords : Classroom Interaction, Flanders Interaction Analyze Categories (FIAC), Teacher Talking Time, Student Talking Time, The Characteristics of Classroom Interaction

scholarly journals ARS Interactive Teaching Mode for Financial Accounting Course based on Smart Classroom

2019 ◽  
Vol 14 (03) ◽  
pp. 38 ◽  
Author(s):  
Shenglei Dai
Keyword(s):  
Student Teacher ◽  
Teaching Method ◽  
Teaching Experiment ◽  
Financial Accounting ◽  
Teacher Interaction ◽  
Learning Collaborative ◽  
Interactive Teaching ◽  
Teaching Mode ◽  
Smart Classroom ◽  
Training Quality

Many problems exist in traditional financial accounting course teaching, such as old-fashioned information-based teaching method, singe teaching method, and insufficient student-teacher interaction in the teaching process. These problems influence the effect of course teaching. To enhance student-teacher interaction, improve learning effect, and promote training quality of financial accounting talents, an ARS interactive teaching mode for financial accounting course that integrates Smart Classroom was proposed in this study. Cognitive flexibility theory was used as the theoretical guidance, and Smart Classroom teaching environment was combined to introduce ARS system and multimedia circuit system technology with the PowerPoint (PPT) function of the next page preview. The complete ARS interactive teaching mode based on Smart Classroom was constructed from the following: pre-class, in-class, and after-class integrated teaching; feedback teaching; and Peer Class. Meanwhile, a teaching experiment was conducted in financial accounting course. ARS interactive teaching mode based on Smart Classroom could significantly promote students' autonomous learning, collaborative communication, classroom activity, and innovative thinking. The teaching mode was welcomed and supported by students. The mode plays a great promotion role in driving integration of information technology and education, achieving educational informationization, and improving the teaching effect of a financial accounting major.

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