Journal articles: 'Interaction analysis in education'

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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.

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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.

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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.

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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.

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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.

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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.

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 also computed and compared between groups using analysis of variance. The results showed that female teachers gave proportionally more skill based interactions than did male teachers in mixed-sex and in all-girls classes. In mixed-sex classes, boys had a greater proportion of verbal interactions as well as more positive interactions with the teacher than girls did. To gauge the perceptions and attitudes of teachers and students toward stereotyping in physical education, interviews were conducted with the teachers and all pupils completed a standardized 35-item questionnaire. Most girls (90%) did not perceive boys as being favored, but 43% felt that teachers expected boys to perform skills better than girls. A greater percentage of boys (63%) than girls (48.5%) agreed that physical education in schools should be made more important.

12

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 have been considered and, on their basis, the main types of interaction have been formulated for analyzing their use in education: interaction with no active player, player-videogame interaction in case of one-player videogames, player-videogame-player interaction and player-community-videogame interaction. In conclusion, the similarity of videogame playing and the learning process has been delineated in relation to the analyzed types of interaction. The authors state the further need for a comprehensive study of the specific features of each of described types due to the significant differences in the dialogue and educational potential of videogames belonging to them.

15

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 epistemic network analysis (ENA) was used to uncover sentiment changes in the five learning stages of blended learning. The findings suggested that negative sentiments were moderately associated with several other sentiments such as joking, confused, and neutral sentiments in blended learning contexts. Particularly in relation to deep interactions, student sentiments might change from negative to insightful ones. In contrast, the sentiment network built from social-emotion interactions shows stronger connections in joking-positive and joking-negative sentiments than the other two interaction levels. Most notably, the changes of co-occurrence sentiment reveal the three periods in a blended learning process, namely initial, collision and sublimation, and stable periods. The results in this study revealed that students’ sentiments evolved from positive to confused/negative to insightful.

16

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 selected from refined 250 ones, within the concept of technology in medicine in a period of 3 years (2016-2019). Design and methods: descriptive approach is used through an evaluative analysis, where literature review is considered as a tool for data collection.

17

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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. Furthermore, in the student category the most dominant was student talk response. In this case, researchers assess, that teachers and students are still lacking in verbal interaction and there are still many categories that have not been fulfilled. Furthermore, students also sometimes experience confusion and difficulty in proper verbal interaction. Then they don't really understand what is being discussed so they are afraid of being wrong even though students know what to say to the teacher.

18

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 intelligent technologies was applied for video analysis from four aspects: the classroom teaching atmosphere, the teacher-student interaction, the student-student interaction, the interaction between human and technology. Through cluster analysis, three clusters of sample’s behavioral sequences were found. According to the analysis on the behavioral sequences and the behavioral transition diagram of each cluster, three classroom teaching interaction patterns were identified, including immediate interaction pattern, waiting interaction pattern and shallow interaction pattern.

19

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 interacting organizational members has a decisive impact on the interactions’ course and outcomes (e.g., satisfaction with the interaction, performance during the interaction). Therefore, the aim of this paper is to present two aspects of communication that are empirically shown to contribute to successful outcomes of organizational interactions. Based on a practical problem, we illustrate the analysis and implications of (1) implicit communication (that is, the use and coordination of unconsciously used function words such as pronouns, articles, or prepositions) and (2) explicit communication (that is, the overarching meaning of a statement). To further illustrate the practical relevance of both communication behaviors, we present empirical insights and their implications for practice. Taking a glance at the future, possible combinations of these communication behaviors, the resulting avenues for future research, and the importance of a strengthened cooperation between research and practice to gain more naturalistic insights into organizational communication dynamics are discussed.

20

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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, identifying and collecting data, transcription conventions, data analysis, and presenting the findings. Ultimately, this article provides an easily digestible demonstration of this analytic technique.

21

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 practices to foster peer interaction were not appropriate, and were provided only to a limited extent. General education settings were somewhat more likely than special education settings to foster peer interaction, providing support for claims that inclusion fosters social integration.

22

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 organisation; and students’ intrinsic goal orientation and meta-cognitive self-regulation were significant positive predictors with the latter two sets of predictors mediating the effects of learner–instructor and learner–learner interactions, respectively. Multinominal logistic regression analyses showed that learner–instructor interaction, learner–content interaction, and private learning space were significant positive predictors of students’ intentions to continue with online learning, but learner–learner interaction was a significant negative predictor. These findings point to the differential effects of various types of interactional and situational factors on learning outcomes and continuation intentions, and the instructor- and learner-level factors that mediate the effects of learner–instructor and learner–learner interactions on learning outcomes. They contribute to our understandings of emergency online learning and provide implications for facilitating it.

23

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 the evaluation and observation of questionnaire responses. Results: The emotional and motivational basis of language acquisition is formed by the toddler’s social inclinations and attachment needs, as well as social inclinations, with his environment playing a prominent role in changing these processes. Discussion: These interactions provide a framework for language acquisition, where in the classic case language acquisition is not guided, but takes place through everyday situations, through participation in authentic communication situations. The axiom is that language skills develop in language use. Limitations: The questionnaire was validly completed by 60 people. The data collection concentrated on the region of southern and northern Transdanubia in Hungary. Although not in national terms, this offers the opportunity to evaluate and reflect on the situation at the regional level. Conclusions: The professional communication and competent language development activity of educators’ results from the interplay of scientific-theoretical knowledge, implicit empirical knowledge, competence-oriented procedures

24

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 teacher-student interaction, namely interaction strength (IS), interaction time (IT), interaction content (IC), and interaction distance (ID). The DV is international student satisfaction (ISS) with online courses. This study was conducted in a university in Zhejiang Province, China. To answer the questionnaire, one hundred international students who were unable to enter China during COVID-19 were selected by stratified random sampling. The study used SPSS 21 to conduct descriptive and multiple linear regression analysis on the collected quantitative data. A total of 93 valid questionnaire data was collected. The analysis results showed that both IVs (IC & ID) have a positive correlation with the DV (ISS). Therefore, under the condition of limited equal resources, online teachers may give priority to the teacher-student interaction factors that have the greatest impact on the satisfaction of international students, carefully design teacher-student interaction activities, and maximise the satisfaction of international students.

25

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 education (i.e., increased acceptance, social participation, and levels of friendships) as well as the process variables (e.g., specific social interaction skills) that are pivotal in creating the outcomes. An assessment model for outcome and process variables is described. Within this model, social interaction skills, organizational support characteristics, and contextual features are viewed as pivotal events in attaining valued outcomes.

26

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 organization of a learning environment, and (3) leveraging and repurposing tools. Reading across these thematic areas, we identify and outline a burgeoning subfield that we term critical interaction and microgenetic analysis. By bringing this collection of articles together, this chapter provides collective epistemic and empirical weight to claims of power and learning as co-constituted and co-constructed through interactional, microgenetic, and structural dynamics. In our conclusions, we suggest six analytical commitments that are important to hold when engaging in critical interaction and microgenetic analysis.

28

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 caregivers received supplemental education videos before their formal education session with a nurse coordinator. Using A-CA, we examined how nurses, patients, and caregivers orient toward the videos; including demonstrated knowledge by patients and caregivers. Nurses justified repeating topics from the videos. Through a focus on the function that language plays in sequences of interaction, it may be possible to determine strategies for improving patient education, and, consequently positively impact patient care..

31

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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, and how these interactive patterns influence their academic performance. Using a quantitative approach located in the post-positivist paradigm, the study employed a structured questionnaire to collect the data from a sample of 1285 students from three universities. The results of the study showed that institutional practices, lecturers, parents, peers, learning content and artifacts, as well as the classroom environment, have a significant influence on the gender-based interaction practices of university students. Furthermore,, the results showed that the levels of interaction have a significant influence on the academic performance of university students, according to gender. As a main recommendation, it was proposed that universities should come up with gender-equity policies that would guide how the universities and their stakeholders could cater for the issues of gender equity.

32

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 design research methodology. This article explores a design researchers approach to qualitative data analysis, in particular, the use of traditional tools such as colored pens, paper, and sticky notes with the CAQDAS software, NVivo for analysis, and the associated implications for rigor. A design researchers’ approach which is grounded in a practice which maximizes researcher data interaction in a variety of learning modalities ensures the analysis process is rigorous and productive. Reflection on the authors’ research analysis process, combined with consultation with the literature, would suggest digital analysis software packages such as NVivo do not fully scaffold the analysis process. They do, however, provide excellent data management and retrieval facilities that support analysis and write-up. This research finds that coding using traditional tools such as colored pens, paper, and sticky notes supporting data analysis combined with digital software packages such as NVivo supporting data management offer a valid and tested analysis method for grounded theory generation. Insights developed from exploring a design researchers approach may benefit researchers from other disciplines engaged in qualitative analysis.

33

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 from conversation and discourse analysis to analyze synchronous conversations via the Internet to describe what individuals talk about and how individuals talk in an Internet-mediated interaction. With the increase in Internet interventions that facilitate collection of real-time conversational data, this article provides insight into how combining qualitative methods can facilitate the coding and analysis of these complex data.

34

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 supporting theatrical art in education is given.

35

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

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 equation modeling (SEM) analysis. Results: College social capital was measured by three latent variables such as interaction with advisors, interaction with faculty members, and transfer capital. The three latent variables were further measured by 14 survey items. Family social capital was measured by six survey items that described parent–child interaction in high school. The SEM results indicated that college social capital had stronger direct influences on degree aspiration compared with family social capital. The impact of family social capital was delivered through the mediation of college social capital. Contributions: Findings contributed to the literature by emphasizing the important role of institutional agents in promoting degree aspiration. Intervention programs should be implemented to encourage interactions between institutional agents and underrepresented and disadvantaged students.

36

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

<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, and Internet self-efficacy were good predictors of student satisfaction while interactions among students and self-regulated learning did not contribute to student satisfaction. Learner-content interaction explained the largest unique variance in student satisfaction. Additionally, gender, class level, and time spent online per week seemed to have influence on learner-learner interaction, Internet self-efficacy, and self-regulation.</p>

37

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Stepanovic-Ilic, Ivana, Aleksandar Baucal, and Jelena Pesic. "Asymmetrical peer interaction and formal operational development: Dialogue dimensions analysis." Zbornik Instituta za pedagoska istrazivanja 47, no. 1 (2015): 23–40. http://dx.doi.org/10.2298/zipi1501023s.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The main goal of the study is to define dialogue dimensions in order to describe the interaction within peer dyads and potentially connect them with formal operations development in the less competent participants. Its significance is related to rare investigations of this subject in the context of formal operations development and to practical implications regarding peer involvement in education process. The sample included 316 students aged 12 and 14. The research had an experimental design: pre-test, intervention and post-test. In the pre-test and the post-test phases students solved the formal operations test BLOT. According to the pre-test results, 47 dyads were formed where less and more competent students jointly solved tasks from BLOT. Their dialogues were coded by 14 dimensions operationalized for this purpose. Correlations between the dialogue dimensions indicate clearly distinguished positive and negative interaction patterns. There are no connections between dialogue dimensions and progress of less competent adolescents on BLOT in the entire sample, but several are found in the subsamples. Arguments exchange seems to be the most encouraging dialogue feature regarding formal operations development, particularly in older students. This confirms relevant research data and the expectations about peers? constructive role in fostering cognitive development.

39

van de Pol, Janneke, and Ed Elbers. "Scaffolding student learning: A micro-analysis of teacher–student interaction." Learning, Culture and Social Interaction 2, no. 1 (March 2013): 32–41. http://dx.doi.org/10.1016/j.lcsi.2012.12.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Maynard, Douglas W., and John Heritage. "Conversation analysis, doctor-patient interaction and medical communication." Medical Education 39, no. 4 (April 2005): 428–35. http://dx.doi.org/10.1111/j.1365-2929.2005.02111.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Clydesdale, Greg. "Management education: reflective learning on human interaction." European Journal of Training and Development 40, no. 5 (June 6, 2016): 286–301. http://dx.doi.org/10.1108/ejtd-10-2015-0082.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Purpose This paper aims to describe an attempt to develop a more effective technique to teach self-awareness and relationship skills. Design/methodology/approach A journal is used in combination with a model of human nature. The model lists human characteristics that the management trainee must identify in themselves and others they interact with. Students kept a journal and analysed their interactions in reference to a list of human characteristics. Findings Initial plans were disrupted by an earthquake. Analysis in the first journal instalments was limited and students regularly found negative characteristics in colleagues. Feedback was given and the second instalment showed greater quality of analysis. Students regularly found and showed understanding of the characteristics in themselves and others. They also put more thought in to how to manage those traits. The model provided a solution to the problems of marking reflective journals. Practical implications A key limitation of this approach is the difference in opinion that may exist between academics as to what characteristics managers should look for in themselves and others. There may be substantial divergence on this. Originality/value This paper contributes to management education by suggesting a method for enhancing both relationship skills and self-awareness. Problems in assessing reflection essays and journals can be overcome by grading their knowledge and understanding of the human characteristics.

42

Bisseneva, Anar Kazbekovna, Gayane Pogossyan, Konstantin Li, and Michael Danilenko. "Analysis of the interaction of ACE2, TMPRSS2 genes and their polymorphisms with the SARS-CoV-2 virus." Bulletin of the Karaganda University. “Biology, medicine, geography Series” 105, no. 1 (March 30, 2022): 42–48. http://dx.doi.org/10.31489/2022bmg1/42-48.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Host genes act as a factor related to susceptibility and resistance to viral infections. The article provides a description of modern scientific studies devoted to the study of the role of the ACE2, TMPRSS2 genes, and their single-nucleotide polymorphisms in infection with the SARS-CoV-2 virus. SNPs of the ACE2 gene, TMPRSS2 can affect the penetration of SARS-CoV-2 into the cell. In addition, the study of these polymorphisms will determine the predisposition of an individual to the disease COVID–19, or the nature of its course. Based on the literature sources, the role of angiotensin-converting enzyme 2 and transmembrane proteases in the participation of the SARS-CoV-2 virus penetration process with the body cells is noted. Other functions that ACE2 and TMPRSS2 receptors perform in the human body are also described. The characteristics of two genes and their fairly well-known polymorphisms are given. The tissues and organs in which genes are expressed are marked. Information on the frequency of alleles of genetic variants of genes in different populations is shown. In addition to describing the relationship of gene polymorphisms with the disease caused by SARSCoV-2, information is provided on the association of these genetic variations with diseases of the blood vascular system and oncological diseases.

43

Seedhouse, Paul. "Analysis of interaction in CLIL classrooms." Linguistics and Education 20, no. 2 (June 2009): 209–10. http://dx.doi.org/10.1016/j.linged.2008.11.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Kamenskih, Anton. "The analysis of security and privacy risks in smart education environments." Journal of Smart Cities and Society 1, no. 1 (February 14, 2022): 17–29. http://dx.doi.org/10.3233/scs-210114.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The contemporary smart educational environment uses different information technologies like social networks, virtual laboratories, augmented reality, artificial intelligence, big data, and so on. Each of these technologies has its security and privacy threats profile, but their integration in one system can lead to completely new challenges. The article analyses the technological development of smart educational environments from the point of view of their security and privacy issues. Any technological or legislative security control could be broken as the result of one mistake caused by human factors. People with different levels of competence are interacting every day with each other in educational environments. The risks of personal data leaking or hacking of educational services should be minimized during this interaction. Therefore, not only the key technologies that form the architecture of the educational environment but also the main points of interaction between the users and the education environment should be taken into account in the analysis. The article provides a basic analysis of security and privacy risks for smart education environments. As the result, the analysis identifies key information security technologies development of which is necessary for the sustainable development of a smart educational environment as part of a smart city.

45

Song, Wenyu, Chenhong Zhang, and Mingli Gao. "Analysis Method for Teacher-Student Interaction in Online English Courses." International Journal of Emerging Technologies in Learning (iJET) 17, no. 09 (May 10, 2022): 170–83. http://dx.doi.org/10.3991/ijet.v17i09.31371.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

In online learning, the teacher-student interaction mainly takes place in the form of themed discussion anytime, anywhere, and the posting and commenting on the theme. It is of great practical significance to select a proper behavior analysis method that effectively analyzes the mass data on teacher-student interaction. Taking online English courses as an example, this paper explores the teacher-student interaction during online learning. Firstly, the ant colony algorithm was adopted for cluster analysis of teacher-student interaction, and the analysis procedure was detailed. Next, the features of teacher-student interaction were illustrated from three aspects, namely, overall interaction on online learning platform, progress of themed discussion, and teacher-student interaction, in order to examine the teacher-student interaction model. Finally, the features were obtained for teacher-student interaction in themed discussion of online English courses.

46

Pleshkov, Konstantin V., and Irina A. Leonteva. "ANALYSIS OF UNIVERSITIES' ROLE IN REGIONAL EDUCATION DEVELOPMENT PROGRAMS." Oeconomia et Jus, no. 4 (December 29, 2020): 32–39. http://dx.doi.org/10.47026/2499-9636-2020-4-32-39.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Success of the socio-economic development of a region is largely determined by the development level of its regional education system, primarily the higher education system. The current state of the regional economy and the need to implement the innovative scenario of economic development determine the requirements to improve the efficiency of personnel training. Current state programs for the development of education in the regions are mainly focused on the development of preschool, school and secondary vocational education. These programs do not take into account the leading role of higher educational institutions in creating and promoting innovations, in training highly qualified specialists. The need to ensure closer interaction between higher educational institutions located in the regions and the regional education system determines the relevance of the research topic. The aim of the study is to identify the peculiarities of interaction between regional programs for the development of education and higher educational institutions located in these regions. The scientific novelty of the research lies in the fact that the authors proposed new elements to the mechanism of interaction between regional development programs of education and higher education system of the region. The article analyzes the programs of education development in the regions of the Volga Federal District. Particular attention is paid to the role of the higher education system in ensuring the socio-economic development of the region, the priority of which is the need to implement the innovative development scenario.

47

Kelly, Gregory J., and Teresa Crawford. "Student's interaction with computer representations: Analysis of discourse in laboratory groups." Journal of Research in Science Teaching 33, no. 7 (September 1996): 693–707. http://dx.doi.org/10.1002/(sici)1098-2736(199609)33:7<693::aid-tea1>3.0.co;2-i.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Postigo-Zumarán, Julio E., Christian Esteban Gómez Carrión, Ruth Asela Saravia Alviar, Milagro Baldemar Quiroz Calderón, and Dennis Arias-Chávez. "World Scientific Production on Education and COVID 19: A Bibliometric Analysis." Webology 19, no. 1 (January 20, 2022): 2122–37. http://dx.doi.org/10.14704/web/v19i1/web19143.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The objective of this study is to characterize the world scientific production on education and COVID-19 between the months of January 2020 to September 2021. A bibliometric study was carried out in five databases (Scopus, Web of Science, Google Academic, Microsoft Academic and Crossref) from which a universe of 5005 articles was extracted. The bibliometric indicators were analyzed with the help of the Publish or Perish v. 7.19 and the same analytical software of the chosen databases. Regarding the most cited article published in the analyzed databases, the one entitled "Medical Student Education in the Time of COVID-19" stands out, which received 419 citations in the Scopus database, 368 in Web of Science, 442 in Crossref, 870 in Google Scholar and 702 in Microsoft Academic. Regarding the authors with the highest scientific production on the subject, Maria Assuncao Flores stands out with 5 publications on the Web of Science and Francisco José García-Peñalvo with 5 articles indexed in the Scopus database. Regarding the journals with the highest number of articles on education and COVID-19, Sustainability stands out. These results show that the scientific production referring to education and Covid-19 confirms the radical change generated in education at all levels by the pandemic and the increase in scientific production to try to explore and describe the changing situation resulting from the pandemic in education. Regarding the journals with the highest number of articles on education and COVID-19, Sustainability stands out. These results show that the scientific production referring to education and COVID-19 confirms the radical change generated in education at all levels by the pandemic and the increase in scientific production to try to explore and describe the changing situation resulting from the pandemic in education. Regarding the journals with the highest number of articles on education and COVID-19, Sustainability stands out. These results show that the scientific production referring to education and Covid-19 confirms the radical change generated in education at all levels by the pandemic and the increase in scientific production to try to explore and describe the changing situation resulting from the pandemic in education.

49

Soraya, Soraya. "The Dimension of Discourse in English Class of Higher Education." Indonesian Journal of EFL and Linguistics 5, no. 1 (May 29, 2020): 195. http://dx.doi.org/10.21462/ijefl.v5i1.242.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The research aims to describe the dimension of discourse and identity of English lecturers. This research is conducted with a qualitative approach and content analysis method. The data source is recordings of classroom interaction of English lecturers. The data are analyzed using the classroom discourse framework of Betsy Rhymes which focuses on dimensions, namely social context, interactional context, and individual agency. These dimensions are analyzed through the source of turn takings, contextualization clues, narration, and framing. The result shows that in social context, the lecturers negotiate the interaction by giving more turns to the students, applying all the contextualization clues to accompany the utterance and supporting the interaction with narration and frame all to support students’ contribution. In interactional context, the lecturers include the experience of the students in all sources and use vernacular language. In individual agency, the lecturers include all students in a challenging and inclusive activity. The conclusion of the research is that the interaction in the classroom discourse dimension is influenced by the standard of education and the condition of students who lack confidence to speak English as the social context which influences the use of language in the class. However, the personal control of the lecturers to achieve the standard of education makes him/her manage the language use to provide context of interaction in order to make the students contribute to the interaction.

50

Горошко, Олена, and Тетяна Полякова. "Education 2.0: Psycholinguistic Analysis." PSYCHOLINGUISTICS 26, no. 2 (November 12, 2019): 27–45. http://dx.doi.org/10.31470/2309-1797-2019-26-2-27-45.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Introduction. The article presents the results of the investigation of the impact of new information and communication technologies, namely Internet technologies of the social web, on the linguistic consciousness in the learning environment. The term covers a certain concept of the Global Web development, when the main functional task of a web service is aimed at maintaining interaction between network users. The method of a free and directional associative experiment was chosen as main research technique. It allows most accurately identifying the meaning of the word, seeing what is behind this word in the linguistic consciousness of a person. Associative series were identified for a number of concepts – the most popular social web services and Internet technologies (Internet, Instagram, social media, communication, Twitter, Telegram, WhatsApp, Youtube, Pinterest, Google, selfie). Results. The associative experiment showed that information, communicative and functional components of the Global net are actualized in the linguistic consciousness of the participants of the educational process most of all. Almost all social media services have both positive and negative connotations. The educational component of social media has been marked little, if at all, in the linguistic consciousness of the recipients which indirectly indicates that their use in the educational process has not become an institutional practice yet. Conclusions. The results of the research will contribute to the development of a new direction in modern linguistics – psycholinguistics 2.0 which studies psychological and linguistic aspects of human speech in social media, social and psychological aspects of using language in speech communication using web 2.0 platforms and services, and in individual verbal and thinking activity. The study is characterized by an interdisciplinary nature, being at the interface of psycholinguistics 2.0 and education 2.0, which contributes to a better understanding of the polyparadigmatic way of the development of humanitarian knowledge under the influence of technologies in general.

Journal articles on the topic 'Interaction analysis in education'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles