Littérature scientifique sur le sujet « Interaction analysis in education »
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Articles de revues sur le sujet "Interaction analysis in education"
Kagan, Dona M., et Donald J. Grandgenett. « Personality and interaction analysis ». Research in Education 37, no 1 (mai 1987) : 13–24. http://dx.doi.org/10.1177/003452378703700102.
Texte intégralJordan, Brigitte, et Austin Henderson. « Interaction Analysis : Foundations and Practice ». Journal of the Learning Sciences 4, no 1 (janvier 1995) : 39–103. http://dx.doi.org/10.1207/s15327809jls0401_2.
Texte intégralOffor, Patrick, et Simon Cleveland. « Ontological Analysis of An ERP Implementation Success and Education ». International Journal of Smart Education and Urban Society 9, no 3 (juillet 2018) : 52–67. http://dx.doi.org/10.4018/ijseus.2018070105.
Texte intégralLe, Thu, Daniel Bolt, Eric Camburn, Peter Goff et Karl Rohe. « Latent Factors in Student–Teacher Interaction Factor Analysis ». Journal of Educational and Behavioral Statistics 42, no 2 (6 janvier 2017) : 115–44. http://dx.doi.org/10.3102/1076998616676407.
Texte intégralDenisenkova, N. N. « Politological Analysis of Interaction of Authority and Education ». RUDN Journal of Political Science, no 4 (15 décembre 2016) : 7–18. http://dx.doi.org/10.22363/2313-1438-2016-4-7-18.
Texte intégralYim, Taekkyun. « Analysis of Educational Interaction Types for Literacy Education ». Korean Association for the Study of Religious Education 69 (30 mai 2022) : 53–79. http://dx.doi.org/10.58601/kjre.2022.05.30.04.
Texte intégralNavaz, 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 (28 février 2021) : 174–96. http://dx.doi.org/10.26803/ijlter.20.2.10.
Texte intégralRafid, Rahmad, et Farizal Khusnul Khotimah. « Interaction analysis on social-education of Indonesian school students : A literacy activity ». Journal of Social, Humanity, and Education 1, no 4 (25 août 2021) : 269–80. http://dx.doi.org/10.35912/jshe.v1i4.527.
Texte intégralGunawardena, Charlotte N., Constance A. Lowe et 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 (décembre 1997) : 397–431. http://dx.doi.org/10.2190/7mqv-x9uj-c7q3-nrag.
Texte intégralAilincai, Rodica, François-Xavier Bernard et Annick Weil-Barais. « Genesis of Two Educational Interaction Analysis Models in an Informal Educational Setting ». American Journal of Educational Research 3, no 7 (4 juillet 2015) : 929–43. http://dx.doi.org/10.12691/education-3-7-18.
Texte intégralThèses sur le sujet "Interaction analysis in education"
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/.
Texte intégralSummaries at end of chapters. Includes bibliographical references. Available on the Internet via the World Wide Web.
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.
Texte intégralPang, Po-yee Patricia, et 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.
Texte intégralMcRae, 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.
Texte intégralEducation, Faculty of
Graduate
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.
Texte intégralEm 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.
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.
Texte intégralFink, Mark L. « Peer interaction in university-level distance education ». Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1183500982.
Texte intégralTypescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 118-135.
Pretorius, Lizelle. « The nature of teacher-learner classroom interaction ». Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95955.
Texte intégralENGLISH 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.
Desai, Urvashi. « Student Interaction Network Analysis on Canvas LMS ». Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588339724934746.
Texte intégralAgostino, 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.
Texte intégralLivres sur le sujet "Interaction analysis in education"
Rex, Lesley A. Using discourse analysis to improve classroom interaction. New York, NY : Routledge, 2009.
Trouver le texte intégralKaren, Littleton, et Howe Christine, dir. Educational dialogues : Understanding and promoting productive interaction. New York : Routledge, 2010.
Trouver le texte intégralRogers, Rebecca. An introduction to critical discourse analysis in education. 2e éd. New York : Routledge, 2011.
Trouver le texte intégralRebecca, Rogers, dir. An introduction to critical discourse analysis in education. Mahwah, N.J : L. Erlbaum Associates, 2003.
Trouver le texte intégralRELC 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.
Trouver le texte intégralDave, Hewett, et Nind Melanie, dir. Interaction in action : Reflections on the use of intensive interaction. London : David Fulton Publishers, 1998.
Trouver le texte intégralRymenans, Rita. Hier is in principe alles verboden ! : Verbale interactie in de basisschool. [Wilrijk, Belgium] : Universiteit Antwerpen, Universitaire Instelling Antwerpen, Departement Germaanse, Afd. Linguïstiek, 1988.
Trouver le texte intégralBaruch, Schwarz, Dreyfus Tommy et Hershkowitz Rina, dir. Transformation of knowledge through classroom interaction. Abingdon, Oxon : Routledge, 2009.
Trouver le texte intégralMadhu Bala. Classroom interaction : Learning behaviour and achievement. Delhi : S.S. Publishers, 1995.
Trouver le texte intégralDelamont, Sara. Interaction in the classroom. 2e éd. London : Routledge, 1990.
Trouver le texte intégralChapitres de livres sur le sujet "Interaction analysis in education"
Martínez, Alejandra, Yannis Dimitriadis et Pablo de la Fuente. « Interaction Analysis for Formative Evaluation in CSCL ». Dans Computers and Education, 227–38. Dordrecht : Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1122-7_19.
Texte intégralGeorge, J. H. « Improving Clinical Teaching Skills Using Interaction Analysis ». Dans Advances in Medical Education, 220–22. Dordrecht : Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_65.
Texte intégralWallace, Catherine. « Talk Around Texts : The Analysis of the Classroom Interaction ». Dans Critical Reading in Language Education, 125–55. London : Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230514447_7.
Texte intégralKlasen, Sigrid. « Touching Each Other : Video Analysis of Mother–Infant Interaction After the Birth ». Dans Children, Development and Education, 71–88. Dordrecht : Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0243-1_5.
Texte intégralSundari, Cici, Achmad Nurmandi, Isnaini Muallidin, Danang Kurniawan et Salahudin. « Analysis of Secondary Education Services During the COVID-19 Pandemic ». Dans 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.
Texte intégralStamovlasis, Dimitrios. « Nonlinear Dynamical Interaction Patterns in Collaborative Groups : Discourse Analysis with Orbital Decomposition ». Dans Complex Dynamical Systems in Education, 273–97. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27577-2_13.
Texte intégralSwann, Joan. « Doing Gender Against the Odds : A Sociolinguistic Analysis of Educational Discourse ». Dans Gender and Spoken Interaction, 18–41. London : Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230280748_2.
Texte intégralSchaedler Uhlmann, Thiago, Eduardo Alves Portela Santos et Luciano Antonio Mendes. « Process Mining Applied to Player Interaction and Decision Taking Analysis in Educational Remote Games ». Dans Smart Industry & ; Smart Education, 425–34. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95678-7_47.
Texte intégralSun, Yinan, et Boran Yu. « The Development and Use of Opportunity to Learn (OTL) in the Collaborative Problem Solving : Evidence from Chinese Secondary Mathematics Classroom ». Dans 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.
Texte intégralJakonen, Teppo, et Heidi Jauni. « Telepresent Agency : Remote Participation in Hybrid Language Classrooms via a Telepresence Robot ». Dans 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.
Texte intégralActes de conférences sur le sujet "Interaction analysis in education"
Soler, R., et I. Nadal. « Critical Discourse Analysis in Pedagogy : Analysis of the Didactic Interaction ». Dans 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.
Texte intégralMiháliková, Radka, et Margita Mesárošová. « INTERACTION ANALYSIS OF ONLINE UNIVERSITY LESSONS ». Dans 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.1331.
Texte intégralWaks, Shlomo. « Engineering Education : Prospective Research Issues ». Dans ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59535.
Texte intégralLai, Chien-Hung, Bin-Shyan Jong, Yen-Teh Hsia, Pai-Feng Lee et Te-Yi Chan. « Systematic analysis of peer interaction in cooperative learning ». Dans 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142719.
Texte intégralBurukina, Olga. « Human capital in the system of higher education : Stakeholders' interaction within the systemic paradigm ». Dans Systems Analysis in Economics - 2020. Moscow, "Science" Publishing House, 2021. http://dx.doi.org/10.33278/sae-2020.book1.484-487.
Texte intégralSirnoorkar, Amogh, Christopher A. F. Hass, Qing X. Ryan et Eleanor C. Sayre. « Qualitative Analysis of Students' Epistemic Framing Surrounding Instructor's Interaction ». Dans 2020 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2020.pr.sirnoorkar.
Texte intégralDel Pozo Durango, Rodrigo Humberto, Segundo Moisés Toapanta Toapanta, Eriannys Zharayth Gómez Díaz, José Antonio Orizaga Trejo, Ma Rocio Maciel Arellano et María Mercedes Baño Hifóng. « Analysis of Information Security Governance for Higher Education Institutions ». Dans 2023 Asia Conference on Cognitive Engineering and Intelligent Interaction (CEII). IEEE, 2023. http://dx.doi.org/10.1109/ceii60565.2023.00014.
Texte intégralSalim, Fahim A., Fasih Haider, Maite Frutos-Pascual, Dennis Reidsma, Saturnino Luz et Bert-Jan van Beijnum. « Action Modelling for Interaction and Analysis in Smart Sports and Physical Education ». Dans ICMI '20 : INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA : ACM, 2020. http://dx.doi.org/10.1145/3395035.3425299.
Texte intégralGOKARN, Mallika Nitin, Swapna GOTTIPATI et Venky SHANKARARAMAN. « Cognitive and Social Interaction Analysis in Graduate Discussion Forums ». Dans 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028485.
Texte intégralWang, Mengke, Liang Luo, Zengzhao Chen, Qiuyu Zheng, Jiawen Li et Wei Gao. « Intelligent Multimodal Analysis Framework for Teacher-Student Interaction ». Dans 2022 International Conference on Intelligent Education and Intelligent Research (IEIR). IEEE, 2022. http://dx.doi.org/10.1109/ieir56323.2022.10050044.
Texte intégralRapports d'organisations sur le sujet "Interaction analysis in education"
Moreno, Martín, Jesús Duarte et María Soledad Bos. Quality, Equality and Equity in Colombian Education (Analysis of the SABER 2009 Test). Inter-American Development Bank, avril 2012. http://dx.doi.org/10.18235/0010419.
Texte intégralWarner, David K., Brian Scott Dickens, Donovan J. Heimer et Ryan Knudsen. Interactive 3D Models and Simulations for Nuclear Security Education, Training, and Analysis. Office of Scientific and Technical Information (OSTI), novembre 2017. http://dx.doi.org/10.2172/1407852.
Texte intégralКоломоєць, 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.
Texte intégralSpivack, Marla. Applying Systems Thinking to Education : The RISE Systems Framework. Research on Improving Systems of Education (RISE), mai 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.
Texte intégralMarchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian et Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts : Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), janvier 2021. http://dx.doi.org/10.19088/ids.2021.017.
Texte intégralMarchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian et Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts : Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), janvier 2021. http://dx.doi.org/10.19088/ids.2021.048.
Texte intégralAiyar, Yamini, Vincy Davis, Gokulnath Govindan et 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), novembre 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/01.
Texte intégralShalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko et Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4466.
Texte intégralWatkins, Susan, et 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), mai 2019. http://dx.doi.org/10.35489/bsg-rise-wp_2019/031.
Texte intégralKharchenko, Yuliya V., Olena M. Babenko et Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, juillet 2021. http://dx.doi.org/10.31812/123456789/4630.
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