Distance Learning and Interactivity

2020 ◽  
pp. 1-12
Author(s):  
Anastasis Nikiforos
Keyword(s):  
Distance Learning ◽  
Literature Review ◽  
Student Teacher ◽  
Student Interaction ◽  
Teacher Interaction ◽  
Interaction Distance ◽  
Learning Procedure ◽  
Content Interaction

This chapter explores the meaning of interaction in distance learning. It focuses on the main models of interaction that may appear during the learning procedure and centers to student-student interaction, student-teacher interaction, and finally student-content interaction. Through literature review, definitions are explored and clarified. The whole chapter is a small effort to give the reader a clarification and a perspective on interaction, distance learning, and how they are both connected to each other.

scholarly journals An Analysis of Iraqi EFL Fifth Preparatory Pupils Feedback Discourse Interaction

2020 ◽  
Vol 2 (39) ◽  
pp. 635-644
Author(s):  
Muna Mohammed Abbas Alkhateeb ◽  
Sebe Zeid Jawad Hassan Watoot ◽  
Abd Ali Nayif Hasan
Keyword(s):  
Language Learning ◽  
Student Teacher ◽  
Learning Process ◽  
Classroom Interaction ◽  
Active Role ◽  
Student Interaction ◽  
Teacher Interaction ◽  
Teacher Language ◽  
Teaching Learning

Student-teacher language interaction is given a great environment through classrooms.  Previously students had no role in the teaching-learning process, while teachers were the corner stone of the class. Nowadays studies show that students control classes verbally where they lead the talk more than teachers. Student-teacher interaction is expected to be encouraged by teachers, providing not only student-teacher interaction but also student-student interaction in the form of groups or pairs or through assignments or presentations. There has been a great shift in the concept of the process of classroom and interaction. More emphasis is given to language learning as a result of classroom interaction. Changing from silent recipients to active participants in the learning process, learners play an active role in the whole classroom process and subsidize greatly to the language learning process. The study aims at interpreting the learners' interact. This study is limited to the analysis of Iraqi EFL fifth preparatory students when interacting inside their classes. The data chosen to analyze is the transcribed interaction inside the class. It is concluded that pronouns are used by the participants for the purpose of defining roles and providing overt directions. This is made more specific through the use of modals of necessity. Direct imperatives are also used by all the participants but in different degrees. 

Administrative Strategies for Designing and Supporting Large-Scale Digital Lecture Recording Environments

2011 ◽  
pp. 48-53
Author(s):  
Lisa A. Stephens
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Real Time ◽  
Student Teacher ◽  
Large Scale ◽  
Digital Recording ◽  
Teacher Interaction ◽  
Post Class ◽  
Administrative Strategies

The advent of blended learning and digital recording options has complicated the challenge of administering technology classrooms. From students’ perspective, “capturing” real-time student/teacher interaction is especially valuable for distance-learning applications or for those in traditionally seated environments as post-class tutorial/review. Survey evidence suggests that students highly value the convenience and flexibility of “anytime/anywhere” instructional access.

TOWARDS A SPIRITUALITY OF OPEN DISTANCE LEARNING

2015 ◽  
Vol 37 (2) ◽  
pp. 64-78
Author(s):  
Ferdinand Jacobus Potgieter
Keyword(s):  
Distance Learning ◽  
Student Teacher ◽  
Meaning Making ◽  
Knowledge Society ◽  
Life Meaning ◽  
Current Technology ◽  
Self Transcendence

This article suggests attention to the paideia of the soul as an educative corrective for preparing open distance learning students for living in the current technology-dependent world. This world is undergirded by a technology-rich knowledge society that privileges new informational epistemologies. In an attempt to suggest a spirituality of open distance learning that is based on the paideia (full-blown completeness) of the soul, use is made of the integrated interpretations of three relevant viewpoints. It is shown that spirituality in open distance learning is neither religion nor ethics; that it is essentially about the meaning in and of life, meaning-making and meaning-decoding, self-transcendence (especially as meaning-making), connection, engagement and a re-interrogation of all the major existentialist questions. It is a journey towards wholeness and compassion (as knowledge of love) of every student teacher.

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

Trifecta of Student Engagement

2021 ◽  
pp. 96-118
Author(s):  
Heather J. Leslie
Keyword(s):  
Student Engagement ◽  
Online Courses ◽  
Student Interaction ◽  
Digital Tools ◽  
Online Course ◽  
Curriculum Content ◽  
Instructor Interaction ◽  
Content Interaction ◽  
Student Instructor

This chapter describes a framework adapted from Michael Moore's three essential areas: student-content interaction, student-student interaction, and student-instructor interaction for engaging students in online courses. To be fully engaged in an online course, students need to be engaged with the course curriculum content, with their peers, and with their instructor. When students are engaged in all three areas, it is referred to as the Trifecta of Student Engagement. This chapter incorporates literature on each area of the Trifecta of Student Engagement: student-to-content engagement, student-to-student engagement, and student-to-instructor engagement as well as some suggested synchronous and asynchronous digital tools.

A Review of Distant Administration in the Context of Openness Problems of Open Distance Learning Administrators, Teachers, and Students

2022 ◽  
pp. 19-43
Author(s):  
Oytun Sözüdoğru ◽  
Nazime Tuncay
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Literature Review ◽  
Online Education ◽  
Research Study ◽  
Future Research ◽  
Teachers And Students

Online education has expanded greatly together with the increasing online remote teaching and administrating jobs. The open accessibility, freedom of time, freedom of place, freedom of pace, open programming, openness to everyone, and open sources make the administration of distance education even harder and more challenging. Institutions should make sure that their administrators are talented, knowledgeable, and hardworking to cope with the administration problems at hand. This chapter consists of a literature review in open and distance education studies; a brief analysis of distant programs; a research study with distant students, teachers, and administrators; problems in administrating education out of sight; priority and trends in open and distance education; and possible directions for future research.

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