The Differences of Student's Learning Outcomes and Instructional Interactions between Project Based Learning and Problem Based Learning Methods by Using Web Based Learning Technique in the Course of Videography at SMKN 1 Purwosari

Learning activities during the COVID-19 pandemic has been making students are not able to be active than before the pandemic, and their learning outcomes somehow become less than optimal. This phenomenon tends to happen because the teachers only deliver the course material briefly then give assignments to students in the end of online class session. Therefore, this present study aimed to analyze the differences of students' learning outcomes and instructional interaction on the course of Videography by applying the method differences of PjBL with PBL. This present study applied Quasi Experiment research method by using Nonequivalent Control Group Design. The subject of this present study involved students of grade XI from department of Visual Communication Design, SMK Negeri 1 Purwosari. Hence, its research sample was categorized as population member since there was only one group within the class of DKV Department. Furthermore, the data collection techniques included questionnaire non test of instructional interaction and test results of learning questions pre test and post test. This present study also applied independent t test as the data analyzing technique. Eventually, the results showed that PjBL method was more appropriate in term of learning outcomes than PBL method in which it was evidenced with the hypothesis test result was less than significant level of 0.05. Additionally, PBL was more appropriate in term of instructional interaction than PjBL method that was showed by hypothesis test result which was less than significant level of 0.05.

Teachers' and Students' Perceptions of Online Learning Interactions Amidst the COVID-19 Pandemic in Indonesian Senior High Schools

The research investigates Indonesian high school teachers' and students' perceptions of learning interactions when the classroom settings were moved online at the beginning of 2020. Conducting this research is essential to unpack the development of online learning after more than a year of pandemic hits in the world. To unload the issue, this research employed a mixed-method design. A survey questionnaire was shared with the teachers around Indonesia, and from this effort, 136 teachers and 107 students agreed to participate in this research. Then, two teachers and two students were chosen to explain in detail their online learning experience. Based on the results, teachers tend to positively perceive online learning, while students moderately perceive the learning. Five interaction aspects influence perceptions: social interaction, instructional interaction, technology interaction, teachers' and students' engagement. The findings suggest that teachers should be more active in enhancing their pedagogical practice and social approach in online classrooms.

Tam pam pam pam and mi – fa – sol: constituting musical instructions through multimodal interaction in orchestra rehearsals

Using multimodal (inter)action/conversation analysis, the present contribution inventories the repertoire of higher-level actions that constitute musical instruction in orchestra rehearsals. The study describes the modal complexity of the instructional actions as built from a varied combination of speech, gesture, gaze, vocalizing and body posture/movement. A high modal intensity of speech and vocalizing is explained with recourse to their contextually useful modal reaches. While some modes, like vocalizing and body posture appear to be action-specific, others turn out to be pervasive default modes. Besides modal intensity, the study also attends to the transitioning between higher-level actions through gaze and the role of the score as frozen action. The analyses help demystify orchestra rehearsals as a special type of professional communicative interaction, which builds on a rich multimodal texture motivated by recurring instructional functions. The methodological rationale demonstrated will be suited to exploring the social variation of instructional interaction in orchestra rehearsals.

The Lived Body and Embodied Instructional Practices in Maritime Basic Safety Training

This paper explores the role of the lived body in maritime professional training. By focusing on how instructors include students’ subjective experiencing bodies as an educational resource and context for directives and demonstrations, the study aims at informing training of professionals for survival in emergency situations onboard ships. Drawing on a mobile video ethnography and on phenomenological analyses of the presence/absence of the body in experience, the study illustrates how instructors direct students’ attention towards or away from their appearing corporal field depending on the stage of the training. The article documents three instructional practices incorporating students’ lived embodiment during training: coping with distress by foregrounding the lived body, backgrounding the lived body for outer-directed action and imagining others’embodied experiences. The study contributes to our understanding of intercorporeal practices in instructional interaction and guidance in simulation-based vocational training.

Teachers’ Instructional Interaction in an Inclusive Classroom: Interaction Between General Teacher and Special Assistant Teacher

The purpose of this study was to determine the categories of instructional interaction, the basic patterns of instructional interactions, and the functions of the basic model of instructional interaction that occurs between the English teacher (ET) and the special assistant teacher (SAT) to help the slow learner student (SLS), in terms of instructional interaction that occurs between two teachers in an English lesson. The researchers used single-case study method research. Data were collected through observation, as well as through semi-structured interviews with the two teachers. Findings from this study indicate that the category of instructional interaction that occurs between the two consists of academic and non-academic interactions. The instructional interaction basic patterns that are formed between ET and SAT in academic interaction are initiate-response-follow-up (IRF) and initiate-response (IR). The function of the basic pattern of academic interactions is to inform delegation of academic tasks from ET to SAT and to help SLS perform academic assignments. The instructional interaction basic pattern of non-academic interaction is initiate-response (IR). The function of the basic pattern of non-academic interactions is to enhance the provision of non-academic assistance from SAT to SLS, such as motivating, and focusing on learning. If instructional interactions between ET and SAT have not been carried out optimally, then the collaboration has not been well planned.

Facilitators’ use of a communication device following children’s aided turns in everyday interaction

This conversation analysis study investigates facilitators’ simultaneous use of speech and aided means in instructional interaction with children with complex communication needs (CCN), who use aided communication in an everyday setting. The participants were children with severe speech impairments and their everyday communication partners. The analysis focused on facilitators’ aided turns immediately following aided turns by the children, within so-called retro-sequences. Retro-sequences were found in interactions involving four out of nine children. The facilitators systematically combined a spoken turn with an aided turn, a speaking and pointing (SAP) practice. The pointing consisted of a single graphical word, mostly a noun. The multimodal practice generally highlighted, emphasized, or exposed graphical words that increased noticeability and understandability within the local context. Adult repeats were treated as requests for confirmation of a candidate understanding and were responded to by the child using vocal and embodied resources. Reformulations (recasts) were treated as profferings of candidate understandings and were responded to using the communication device. The findings indicate that the partner’s use of a spoken and aided follow-up action shaped the immediate context for device use. The findings are relevant for the design of naturalistic interventions and may be used to improve treatment descriptions in augmentative and alternative communication (AAC) interventions.

Examining variation in the quality of instructional interaction across teacher-directed activities in head start classrooms

High-quality instructional interaction, in which teachers engage children in conversations that support the development of higher order thinking skills, conceptual understanding, and advanced language skills, is associated with positive outcomes for preschool children. Classrooms serving low-income preschoolers tend to have lower levels of this kind of instruction and yet research suggests that it may be particularly important for these children. The aim of this study was to examine variation in the quality of instructional interactions in Head Start classrooms across different types of teacher-directed activities. Twenty-four Head Start classrooms were observed across four activity types (circle time, math activities, science activities, and storybook reading), and quality of instructional interaction was assessed using the Instructional Support domain of the Classroom Assessment Scoring System. Science activities and storybook reading were associated with higher quality instructional interaction compared with circle time, controlling for teacher characteristics and classroom contextual factors. Math activities were not associated with higher quality instructional interaction compared with circle time. Science and storybook reading may be natural entry points for supporting higher quality instructional interaction in Head Start classrooms.

Purposeful Interpersonal Interaction: What is it and How is it Measured?

Despite extensive studies surrounding the topic of interaction in online learning, faculty are often still relegated to an attempt at replicating their face-to-face course interactions in the online environment. Interpersonal interaction is a necessary yet nebulous concept in online learning. This paper attempts to build a quality lens to view interpersonal interaction in online learning through, called purposeful interpersonal interaction (PII) by exploring types of interpersonal interaction demonstrated in the literature to lead to better student outcomes. PII encompasses three main types of interaction: purposeful interpersonal instructional interaction, purposeful social interaction, and supportive interaction. These interaction types have been associated with important student outcomes like perceived learning, satisfaction, and academic achievement. Robyler and Wiencke’s (2003) rubric for assessing interactive qualities of distance courses (RAIQDC) includes many of the concepts identified as important to PII and has been established as a valid and reliable tool for assessing the amount of quality interpersonal interaction that occurs in an online course. Keywords: online learning, interaction, instructional design, online pedagogy