Relevant bibliographies by topics / Interaction analysis in education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Interaction analysis in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Interaction analysis in education"

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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 study indicates there are latent teacher (i.e., teaching style) and student (i.e., preference for teaching style) types that influence the quality of interactions. Students and teachers of the same type tend to have more positive interactions, and those of differing types tend to have more negative interactions. IFA has the advantage of traditional factor analysis in that the types are not presupposed; instead, the types are identified by IFA and can be interpreted in post hoc analysis. Whereas traditional factor analysis requires one to observe all interactions, IFA performs well even when only a small fraction of potential interactions are actually observed.
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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 modernization of society.
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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 giving follow-up questions or prompts at the third move of the IRF sequence so that students respond, elaborate, explain or prolong their responses. This study examines how the teacher trainees on their teaching practice of a TESL degree programme at a university interacted with their students in ESL classes and how they changed their pattern of interaction to sustain more student interaction. Using lecture discourse data as the basis of the analysis, this study evaluated the changes after an intervention that focussed on training the teacher trainees in developing longer interactional episodes. The results revealed that there was only a slight improvement in the way teacher trainees maintained interactions in the lessons after the intervention. Hence, this study enlightens the possibility of utilizing interaction for language development through intensive teacher training.
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Potmenskaya, E. V. ,., and V. A. Yakimenko. "ВЗАИМОДЕЙСТВИЕ ДЕТСКОГО САДА И СЕМЬИ В УСЛОВИЯХ РЕАЛИЗАЦИИ ФЕДЕРАЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ ПРОГРАММЫ ДОШКОЛЬНОГО ОБРАЗОВАНИЯ." Novye issledovania, no. 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 results show that to improve student literacy, there were two patterns of interaction: first, a one-way interaction pattern centered on the teacher as a facilitator, corrector, evaluator in literacy activities: second, a multi-directional interaction pattern occurred. Literacy activities aim to train the learners’ ability in reading, understanding and commenting. During the core activities, several aspects of the interactions occur between teachers and students, such as conveying information, explaining, motivating, and proposing to students. At the closing stage of literacy, several aspects of the interaction between teachers and students occur. Making summaries and reading about the literacy activities have provided directions for further literacy activities and conducting evaluations that have been carried out. Limitations: There are limitations to the researcher, so this research is limited to one school only with the object of research on all students and teachers assigned to literacy activities at SMA Negeri 1 Latambaga. Contribution: The study is expected to assist the schools in monitoring the literacy activities and developing student literacy, whereas, for students, this study is expected to improve their literacy and broaden their insights about technological and scientific developments.
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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 proposing a new definition of “interaction” for the CMC context and after analyzing interactions that occurred in a Global Online Debate. The application of the new model for analysis of collaborative construction of knowledge in the online debate and in a subsequent computer conference are discussed and future research suggested.
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Dissertations / Theses on the topic "Interaction analysis in education"

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Thekiso, Maria Monki. "Learner and educator interaction in multicultural schools." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12182006-170400/.

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Thesis (M.Phil. (Education for Community Development)) -- University of Pretoria, 2005.
Summaries at end of chapters. Includes bibliographical references. Available on the Internet via the World Wide Web.
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Credle, Gayna Stevens. "Student interaction patterns in electronic conference systems." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036586.

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Pang, Po-yee Patricia, and 彭寶儀. "Institutional talk: question-answer sequencesin classroom interaction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B26839568.

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McRae, Vicki. "Output, input and interaction in formal/informal teacher interactions and in NS, NNS children's interactions." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26884.

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Output, input and interaction are examined in this study for a native English speaking (NS) teacher and for native and non-native English speaking (NS, NNS) young children in two situations in the classroom, child organized and teacher organized. Video tapes and transcripts of fourteen samples of interactions in teacher organized situations and fourteen samples of naturally occurring interactions in child organized situations, each limited to the first consecutive one hundred utterances, were analyzed. Output was assessed in terms of verbal participation - utterances and words. Input and interaction were assessed both for discourse features (twelve negotiating devices) and in terms of the situational structure of the contexts that existed during the interactions - their distance from the speaker and the action was assessed with measures of exophoric and anaphoric reference (twenty-four reference items). The results indicate: 1) that output or verbal participation varies for the teacher and the NS, NNS children with situation, 2) that discourse features, often used to assess input, vary in their use by the teacher and the children with the situational context, increase with verbal participation, and may not be useful measures of input, and 3) that the situational structure of the contexts that exist during teacher organized interactions and child organized interactions vary with situation - the distance of the language and the action from the speaker as well as the nature of the interaction. Individual variations amongst items, within and across groups are noted. It is concluded that: 1) output, input and interaction vary with situation, 2) data analyses concerning input and interaction are more meaningful if they are related to the output occurring in different situations, and 3) L2 researchers will benefit from moving beyond the analysis of discourse features as the sole predictors of input during interaction to examine other aspects of the interaction situation.
Education, Faculty of
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SOUZA, ELIZABETH VARGES DE. "SPEAKING MY MIND: THE ANALYSIS OF INTERACTION IN DISTANCE EDUCATION FORUMS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=13946@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Em linhas gerais, e sob um ponto de vista mais amplo, esta pesquisa, que se baseia nos pressupostos teóricos da sociolingüística interacional e da abordagem desenvolvida por Kneser, Pilkington, e Treasure-Jones das análises das estruturas de troca, visa contribuir para uma maior compreensão das dificuldades de se estabelecer um bom relacionamento entre alunos e professores em ambientes de ensino/aprendizagem mediados por computador, assim como investigar o quanto este problema pode estar relacionado ao modus operandi do professor. Para tal procurouse investigar as ações da tutora - a forma como ela lidava com as expectativas e críticas dos alunos em relação à sua atuação, a maneira como reagiu aos atos de ameaça à sua face e, finalmente, até que ponto os princípios que regem a ação docente na EaD afetaram sua performance e, consequentemente, sua relação com os alunos. Um outro ponto que nos chama a atenção é que, aparentemente, os alunos parecem ter maior facilidade em se fazer uso da impolidez e ameaçar a face do professor em ambientes mediados pelo computador, já que, em uma situação em que não há o componente presencial, tanto a impolidez quanto os atos de ameaça à face parecem menos comprometedores. Portanto, esta pesquisa objetivou, através das análises das interações, contribuir para uma docência mais reflexiva, principalmente no que concerne aos papéis que espera-se que os professores desempenhem nos ambientes de ensino-aprendizagem on-line.
Seen from a broad point of view, this research, based on the theoretical frame of interactional sociolinguistics and the ESA (Exchange Structure Analysis) approach developed by Kneser, Pilkington and Tresure-Jones, aims at contributing to a growing understanding of the difficulties in establishing a good relationship between teachers and students in computer mediated environments, as well as investigating to what extent this problem is related to the teacher’s modus operandi. In order to do so, we sought to investigate the teacher’s actions - the way she dealt with the student’s criticism and expectations in relation to her performance, the way she reacted to face threats and, at last, to what extend the distance education principles affected her performance and, consequently, her relationship with the students. Another point that draws our attention is that, apparently, it seems easier for the students to make use of impoliteness and to threat the teacher’s face in computer mediated environments. Since there is no face to face interaction, both impoliteness and face threats seem to be less compromising. Therefore, this research intended, through the analysis of the interactions, to contribute to a more reflexive teaching, especially in what concerns the roles that teachers are supposed to perform in teaching and learning online contexts.
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Ho, Yee-wan Yvonne. "Repair in teacher-student interaction inside the classroom." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3685668X.

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Fink, Mark L. "Peer interaction in university-level distance education." Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1183500982.

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Dissertation (Ph.D.)--University of Toledo, 2007.
Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 118-135.
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Pretorius, Lizelle. "The nature of teacher-learner classroom interaction." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95955.

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Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Teacher-learner classroom interactions are beautiful yet intricate. This phenomenon forms part of the lifespan of most individuals and occurs every day in classrooms worldwide. As a beginner teacher I have personally experienced a vast array of classroom interactions which at times have left me speechless, upset or confused. However this particular study enabled me to view interaction from a different angle, as I had the privilege of observing interaction from an outside(r) perspective. In this study the aim is thus to provide its reader with greater insight and understanding of the nature of teacher-learner classroom interactions. It also sheds light on the core constituents of teacher-learner interactions and how these influence teaching and learning processes and eventually the teacher-learner relationship. Three main concepts that emerged from the onset of the study are pedagogy, power and affect which not only strongly emanated from the literature but eventually also from the research findings. A qualitative study was undertaken by means of a collective case study research design. Observation was conducted in two grade nine classrooms at two different schools. In both cases findings in eight categories emerged, namely power, teacher behaviour, pedagogy, teacher affect, communication, learner behaviour, human qualities and characteristics and relational aspects. The findings suggest that teachers develop Emotional Intelligence strategies not only to enhance relationship building or teacher-learner interactions but also to maintain a certain level of emotional well-being. Teachers should also aim to incorporate a critical pedagogy approach and learner empowerment in their teaching practice to prepare the contemporary adolescent for a rapidly changing modern society.
AFRIKAANSE OPSOMMING: Onderwyser-leerder interaksie is besonders maar kompleks. Die fenomeen vorm deel van die lewensduur van meeste individue en speel homself daagliks uit in klaskamers wêreldwyd. As ‘n beginner onderwyseres het ek eerstehandse ervaring van klaskamer interaksie. By tye, het interaksies met leerders my al sprakeloos, verward en ontsteld gelaat. Hierdie studie het my egter in staat gestel om interaksie vanuit ‘n ander oogpunt te beskou. Ek was bevoorreg genoeg om onderwyser-leerder klaskamer interaksie vanuit die perspektief van ‘n buitestaander te aanskou. Hierdie studie poog om die leser se kennis en begrip aangaande die aard van onderwyser-leerder klaskamer interaksie uit te brei. Dit werp ook lig op kern aspekte van dié interaksie en hoe dit onder meer onderrig- en leerprosesse, sowel as die onderwyser-leerder verhouding beïnvloed. Drie vername konsepte wat vanuit die literatuur spruit sluit in: pedagogie, mag en die affektiewe wat ook uiteindelik sterk na vore in die bevindinge kom. ‘n Kwalitatiewe studie is onderneem aan die hand van ‘n gesamentlike gevallestudie. Waarnemings is gemaak in twee graad nege klasse by twee verskillende skole. In albei gevalle het die data bevinindings in agt kategorieë gelewer, naamlik: mag, onderwyser gedrag, pedagogie, onderwyser affek, kommunikasie, leerder gedrag, menslike karaktereienskappe en verhoudings-aspekte. Vanuit die bevindinge word voorgestel dat onderwysers Emosionele Intelligensie strategieë ontwikkel. Hierdie strategieë kan onder meer bydra tot ‘n beter verhouding tussen onderwysers en leerders en onderwysers baat ten opsigte van hul persoonlike emosionele welstand. Daarbenewens, kan onderwysers hulself wend tot ‘n kritiese pedagogiese onderrigbenadering asook die bemagtiging van hul leerders om uiteindelik die kontemporêre adolessent vir die moderne samelewing voor te berei.
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Desai, Urvashi. "Student Interaction Network Analysis on Canvas LMS." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588339724934746.

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Agostino, Andrew. "Qualitative analysis of mindful interaction and cognitive residue in pre-tertiary media education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ59218.pdf.

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Books on the topic "Interaction analysis in education"

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Rebecca, Rogers, ed. An introduction to critical discourse analysis in education. Mahwah, N.J: L. Erlbaum Associates, 2003.

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Dave, Hewett, and Nind Melanie, eds. Interaction in action: Reflections on the use of intensive interaction. London: David Fulton Publishers, 1998.

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

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Delamont, Sara. Interaction in the classroom. 2nd ed. London: Routledge, 1990.

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RELC Seminar on "Patterns of Classroom Interaction in Southeast Asia" (1986 Singapore). Report of the Regional Seminar on Patterns of Classroom Interaction in Southeast Asia, 21-25 April 1986. Singapore: RELC, 1986.

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Gruson, Brigitte, and Monique Loquet. Jeux de savoir: Études de l'action conjointe en didactique. Rennes: Presses universitaires de Rennes, 2012.

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Malamah-Thomas, Ann. Classroom interaction. Oxford: ELBS with Oxford University Press, 1991.

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

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Book chapters on the topic "Interaction analysis in education"

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Martínez, Alejandra, Yannis Dimitriadis, and Pablo de la Fuente. "Interaction Analysis for Formative Evaluation in CSCL." In 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." In 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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Wallace, Catherine. "Talk Around Texts: The Analysis of the Classroom Interaction." In Critical Reading in Language Education, 125–55. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230514447_7.

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Klasen, Sigrid. "Touching Each Other: Video Analysis of Mother–Infant Interaction After the Birth." In Children, Development and Education, 71–88. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0243-1_5.

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Sundari, Cici, Achmad Nurmandi, Isnaini Muallidin, Danang Kurniawan, and Salahudin. "Analysis of Secondary Education Services During the COVID-19 Pandemic." In Human Interaction, Emerging Technologies and Future Systems V, 967–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85540-6_123.

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Stamovlasis, Dimitrios. "Nonlinear Dynamical Interaction Patterns in Collaborative Groups: Discourse Analysis with Orbital Decomposition." In Complex Dynamical Systems in Education, 273–97. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27577-2_13.

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Swann, Joan. "Doing Gender Against the Odds: A Sociolinguistic Analysis of Educational Discourse." In Gender and Spoken Interaction, 18–41. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230280748_2.

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Schaedler Uhlmann, Thiago, Eduardo Alves Portela Santos, and Luciano Antonio Mendes. "Process Mining Applied to Player Interaction and Decision Taking Analysis in Educational Remote Games." In Smart Industry & Smart Education, 425–34. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95678-7_47.

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Sun, Yinan, and Boran Yu. "The Development and Use of Opportunity to Learn (OTL) in the Collaborative Problem Solving: Evidence from Chinese Secondary Mathematics Classroom." In Perspectives on Rethinking and Reforming Education, 101–25. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-7386-6_5.

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AbstractThis study explored learners’ development and use of Opportunity to Learn (OTL) in the collaborative problem-solving context. We used commognitive approach to analyse interactions within student groups in a collaborative problem-solving math class. Two students who failed to use OTL and two groups they belonged to were selected for an in-depth exploration. We analysed the discourse used by and interaction made among these two groups to investigate how OTL develops from collaborative problem-solving and how students use them. The result shows that students who used less mathematical language and made fewer inter-personal interactions are hard to engage in the group discussion would miss OTL from collaborative problem-solving. Additionally, a mismatch in the discourse style with leader students in the group and a lack of interest in participation could also lead to students’ failure in seizing OTL in collaboration.
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Jakonen, Teppo, and Heidi Jauni. "Telepresent Agency: Remote Participation in Hybrid Language Classrooms via a Telepresence Robot." In New Materialist Explorations into Language Education, 21–38. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13847-8_2.

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AbstractVideoconferencing technologies have become increasingly common in different sectors of life as a means to enable real-time interaction between people who are located in different places. In this chapter, we explore interactional data from synchronous hybrid university-level foreign language classrooms in which one student participates via a telepresence robot, a remote-controlled videoconferencing tool. In contrast to many other forms of video-mediated interaction, the user of a telepresence robot can move the robot and thereby (re-)orient to the space, the other participants and material objects that might be outside his immediate video screen. We employ an ethnomethodological and conversation analytic (EMCA) perspective to explore Barad’s (Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press: 2007) notion of agency as a distributed phenomenon that emerges from assemblages of humans and materials. We demonstrate the complex nature of telepresent agency by investigating where agential cuts lie in three short episodes that involve mediated perception, touch and movement. Based on the analyses, we discuss how the telepresence technology configures learning environments by making new kinds of competences and forms of adaptation relevant for teachers and students.
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Conference papers on the topic "Interaction analysis in education"

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Soler, R., and I. Nadal. "Critical Discourse Analysis in Pedagogy: Analysis of the Didactic Interaction." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.469.

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Miháliková, Radka, and Margita Mesárošová. "INTERACTION ANALYSIS OF ONLINE UNIVERSITY LESSONS." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.1331.

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Waks, Shlomo. "Engineering Education: Prospective Research Issues." In 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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Lai, Chien-Hung, Bin-Shyan Jong, Yen-Teh Hsia, Pai-Feng Lee, and Te-Yi Chan. "Systematic analysis of peer interaction in cooperative learning." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142719.

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Burukina, Olga. "Human capital in the system of higher education: Stakeholders' interaction within the systemic paradigm." In Systems Analysis in Economics - 2020. Moscow, "Science" Publishing House, 2021. http://dx.doi.org/10.33278/sae-2020.book1.484-487.

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Sirnoorkar, Amogh, Christopher A. F. Hass, Qing X. Ryan, and Eleanor C. Sayre. "Qualitative Analysis of Students' Epistemic Framing Surrounding Instructor's Interaction." In 2020 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2020.pr.sirnoorkar.

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Del Pozo Durango, Rodrigo Humberto, Segundo Moisés Toapanta Toapanta, Eriannys Zharayth Gómez Díaz, José Antonio Orizaga Trejo, Ma Rocio Maciel Arellano, and María Mercedes Baño Hifóng. "Analysis of Information Security Governance for Higher Education Institutions." In 2023 Asia Conference on Cognitive Engineering and Intelligent Interaction (CEII). IEEE, 2023. http://dx.doi.org/10.1109/ceii60565.2023.00014.

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Salim, Fahim A., Fasih Haider, Maite Frutos-Pascual, Dennis Reidsma, Saturnino Luz, and Bert-Jan van Beijnum. "Action Modelling for Interaction and Analysis in Smart Sports and Physical Education." In ICMI '20: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3395035.3425299.

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GOKARN, Mallika Nitin, Swapna GOTTIPATI, and Venky SHANKARARAMAN. "Cognitive and Social Interaction Analysis in Graduate Discussion Forums." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028485.

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Wang, Mengke, Liang Luo, Zengzhao Chen, Qiuyu Zheng, Jiawen Li, and Wei Gao. "Intelligent Multimodal Analysis Framework for Teacher-Student Interaction." In 2022 International Conference on Intelligent Education and Intelligent Research (IEIR). IEEE, 2022. http://dx.doi.org/10.1109/ieir56323.2022.10050044.

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Reports on the topic "Interaction analysis in education"

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Moreno, Martín, Jesús Duarte, and María Soledad Bos. Quality, Equality and Equity in Colombian Education (Analysis of the SABER 2009 Test). Inter-American Development Bank, April 2012. http://dx.doi.org/10.18235/0010419.

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This Technical Note describes the learning inequalities faced by Colombian students and analyzes the equity in the allocation of resources among schools and their relation to learning. Using the SABER 2009database, the analysis demonstrates that there are high inequalities in students' academic results associated with their families' socioeconomic status, the type of school management, and the school's geographic zone. This relation is more important between schools than within a school, denoting a high degree of segregation of Colombian schools according to students' socioeconomic status. In terms of key school resources, there is a high inequity in their distribution with a clear disadvantage against schools with mostly poor students, as well as rural and public urban schools. This inequitable allocation of resources is associated with a greater risk of students achieving unsatisfactory SABER test results. The results of the multilevel model estimations, where the interaction between school factors and test results are jointly analyzed, indicate that better physical conditions, adequate connection to public services, a complete school day, the presence of rules in the classroom, minimal violence in schools, and greater teacher satisfaction are significantly related with higher probabilities of students achieving adequate test results. Improving these school factors, mainly among schools with poor students, has a great potential for increasing quality and equity of learning in Colombia.
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Warner, David K., Brian Scott Dickens, Donovan J. Heimer, and Ryan Knudsen. Interactive 3D Models and Simulations for Nuclear Security Education, Training, and Analysis. Office of Scientific and Technical Information (OSTI), November 2017. http://dx.doi.org/10.2172/1407852.

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Коломоєць, Таміла Григорівна. Model of Socialization of Preschoolers with Special Needs in the System of Special Education. Південноукраїнський національний педагогічний університет імені К. Д. Ушинського, 2017. http://dx.doi.org/10.31812/123456789/4387.

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The relevance of socialization of children with special needs beginning at the stage of preschool age is proved in the article. Critical analysis of scientific works on the socialization’s nature was made. Absence of common opinion on the pointed concept is grounded, and main scientific views on the problem are summarized. Main tasks of special educational establishments are formed, which will allow to improve the process of socialization of children with special needs. Subject-subject character of relationship between an employee of special educational establishment and their pupils is proved. Model of such interaction is built.
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Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.

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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four key relationships in an education system: politics, compact, management, and voice and choice; and five features that can be used to describe these relationships: delegation, finance, information, support, and motivation. This Framework can be a useful approach for characterising the key actors and interactions in the education system, thinking through how these interactions produce systems outcomes, and identifying ways to intervene that can shift the system towards better outcomes.
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Marchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian, and Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ids.2021.017.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.
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Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian, and Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ids.2021.048.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.
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Aiyar, Yamini, Vincy Davis, Gokulnath Govindan, and Taanya Kapoor. Rewriting the Grammar of the Education System: Delhi’s Education Reform (A Tale of Creative Resistance and Creative Disruption). Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/01.

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The study was not designed to undertake an evaluation of the success or failure of reform. Nor was it specifically about the desirability or defects of the policy reform choices. It took these reform choices and the policy context as a given. It is important to note that the Delhi reforms had its share of criticisms (Kumar, 2016; Rampal, 2016). However, our goal was not to comment on whether these were the “right” reforms or have their appropriateness measured in terms of their technical capability. This study sought to understand the pathways through which policy formulations, designed and promoted by committed leaders (the sound and functional head of the flailing state), transmit their ideas and how these are understood, resisted, and adopted on the ground. In essence, this is a study that sought to illuminate the multifaceted challenges of introducing change and transition in low-capacity settings. Its focus was on documenting the process of implementing reforms and the dynamics of resistance, distortion, and acceptance of reform efforts on the ground. The provocative claim that this report makes is that the success and failure, and eventual institutionalisation, of reforms depend fundamentally on how the frontline of the system understands, interprets, and adapts to reform efforts. This, we shall argue, holds the key to upending the status quo of “pilot” burial grounds that characterise many education reform efforts in India. Reforms are never implemented in a vacuum. They inevitably intersect with the belief systems, cultures, values, and norms that shape the education ecosystem. The dynamics of this interaction, the frictions it creates, and reformers’ ability to negotiate these frictions are what ultimately shape outcomes. In the ultimate analysis, we argue that reforming deeply entrenched education systems (and, more broadly, public service delivery systems) is not merely a matter of political will and technical solutions (although both are critical). It is about identifying the points of reform friction in the ecosystem and experimenting with different ways of negotiating these. The narrative presented here does not have any clear answers for what needs to be done right. Instead, it seeks to make visible the intricacies and potential levers of change that tend to be ignored in the rush to “evaluate” reforms and declare success and failure. Moving beyond success to understand the dynamics of change and resistance is the primary contribution of this study.
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Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko, and Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4466.

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The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.
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Watkins, Susan, and Adam Ashforth. An Analysis of the Political Economy of Schooling in Rural Malawi: Interactions among Parents, Teachers, Students, Chiefs and Primary Education Advisors. Research on Improving Systems of Education (RISE), May 2019. http://dx.doi.org/10.35489/bsg-rise-wp_2019/031.

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Kharchenko, Yuliya V., Olena M. Babenko, and Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4630.

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This paper presents an analysis of the possibilities and advantages of augmented reality technologies and their implementation in training of future Chemistry and Biology teachers. The study revealed that the use of augmented reality technologies in education creates a number of advantages, such as: visualization of educational material; interesting and attractive learning process; increasing student motivation to study and others. Several augmented reality applications were analyzed. The Blippar app has been determined to have great benefits: it’s free; the interface is simple and user-friendly; the possibility of using different file types; the possibility of combining a large amount of information and logically structuring it; loading different types of information: video, images, 3D models, links to sites, etc. Thus, convenient interactive projects were developed using the Blippar application, which were called study guide with AR elements, and implemented in teaching chemical disciplines such as Laboratory Chemical Practice and Organic Chemistry. Using such study guide with AR elements during classes in a real chemical laboratory is safe and does not require expensive glassware. The student interviews revealed that the use of the Blippar application facilitated new material understanding, saved time needed to learn material, and was an effective addition to real-life learning.
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