Gotowe bibliografie tematyczne / Classroom interaction

Gotowa bibliografia na temat „Classroom interaction”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Classroom interaction"

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Gündüz, Müge. "Analysing language classrooms through classroom interaction". International Journal of Human Sciences 11, nr 2 (24.11.2014): 1149. http://dx.doi.org/10.14687/ijhs.v11i2.3044.

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Acosta Ortega, Laura. "La reparación en la interacción oral de estudiantes de ELE: comparación entre interacciones de práctica en el aula e interacciones en contextos de evaluación". Pragmática Sociocultural / Sociocultural Pragmatics 5, nr 2 (27.11.2017): 219–50. http://dx.doi.org/10.1515/soprag-2017-0018.

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AbstractBased on the concept of interactional competence (Hellermann, 2008; Seedhouse, 2004; Walsh, 2011; Young, 2008), our study analyzes how learners of Spanish as a foreign language in a B2 level manage repair in oral interaction in language classrooms. We understand repair as “the treatment of trouble in talk-in-interaction” (Young, 2008, p. 49). A corpus of eleven interactions between students in the classroom is analyzed through the perspective of Conversation Analysis. The interactions were collected in different kinds of tasks in the language classroom. In our analysis we compare interactions produced in practice activities and interactions collected during assessment. The findings in this study show a tendency to manage repair in classroom oral interaction as it would be done in normal conversation. Regarding the different contexts of our corpus, we observe that, in interactions produced in assessment contexts, speakers try to protect their interlocutor’s face and their own face by avoiding to make repairs.
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Wilson, Ken. "Classroom Interaction". Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 7, nr 2 (1987): 36–39. http://dx.doi.org/10.3406/apliu.1987.1928.

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Aghbar, Ali A., i Ann Malamah-Thomas. "Classroom Interaction". TESOL Quarterly 23, nr 1 (marzec 1989): 141. http://dx.doi.org/10.2307/3587519.

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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS". Wiralodra English Journal 2, nr 2 (5.07.2019): 184–98. http://dx.doi.org/10.31943/wej.v2i2.35.

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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.
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Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS". Wiralodra English Journal 2, nr 2 (1.09.2018): 184–98. http://dx.doi.org/10.31943/wej.v2i2.361.

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The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.
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Arisandi, Bobi. "Classroom Interaction Patterns in EFL Task- Based Classroom". Journal of ELT Research 3, nr 2 (23.07.2018): 186. http://dx.doi.org/10.22236/jer_vol3issue2pp186-192.

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The research was conducted to find out the interaction pattern that emerged when lecturer used Task-Based Instruction in EFL (English as a Foreign Language) classroom at the third semester of English Study Program of Sekolah Tinggi Keguruan and Ilmu Pendidikan Muhammadiyah Kotabumi-Lampung. Researcher used third semester of speaking class students as the participants. The data was taken by using three instruments which were classroom observation, questionnaire and interview. The research was qualitative research. The result of this study revealed a conclusion. There were two kinds of interaction in the classroom during the use of Task-Based Instruction. The interactions that emerged were student-lecturer interaction and student-student interaction. The finding of this research can be beneficial as suggestions in two following area; theoretical and practical. In the theoretical area, this research can be useful for enriching the existing theory of classroom interaction, especially for teaching English as Foreign Language in Indonesia. On practical area, this research can be useful for lecturer to broaden the understanding toward classroom interaction and researcher for further research on classroom interaction.
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Sundari, Hanna, Zainal Rafli i Sakura Ridwan. "INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS". English Review: Journal of English Education 6, nr 1 (23.12.2017): 99. http://dx.doi.org/10.25134/erjee.v6i1.775.

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Interaction plays an important role in language learning process in classroom setting. This present study aims at investigating the patterns used in classroom interaction by English lower secondary teachers. Using qualitative approach, this study was carried out in eight lower secondary schools (SMP) in Jakarta. Moreover, twenty English language experienced teachers with three to thirty-six years of teaching experiences were recruited as participants. Interviews, classroom observations/recording and focus-group discussion were instruments to collect data. For analyzing the data, qualitative data analysis was selected in developing categories and sub-categories of the data. The findings showed that the teachers apply at least three identified interactional patterns in EFL classroom in which modify the IRF structure. Teachers initiate interaction to the entire class (T-whole class interaction) by giving questions and instruction. Then, they also point out one specific student to answer the question or do the required task (Teacher fronted student interaction). In addition, teachers set the classroom activity to make the students interact each other (student-student interaction). Moreover, the student responses and other interactional features identified in language classroom are also discussed.Keywords: interaction patterns, EFL classrooms, secondary school
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Yu, Huiju, Gaojun Shi, Jiaping Li i Junfeng Yang. "Analyzing the Differences of Interaction and Engagement in a Smart Classroom and a Traditional Classroom". Sustainability 14, nr 13 (5.07.2022): 8184. http://dx.doi.org/10.3390/su14138184.

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Interaction in the classroom plays the key role for cultivating students’ 21st century skills. Insufficient breadth of interaction, uneven interaction opportunities, and chaotic interaction existed in many classrooms. With the integration of technology into education, many smart classrooms were built, with one of the aims being to promote interaction. However, the differences of interaction behaviors and engagement in a smart class versus a traditional class could rarely be found in literature, especially with the same teacher lecturing in both classes. In this study, a quasi-experiment was conducted by one experienced English teacher lecturing in a smart classroom with students and a traditional classroom with students for one semester. Research data were obtained by coding the 8 class videos with the proposed “Classroom Interaction Analysis Framework” and the adapted engagement questionnaire, and the data were analyzed using SPSS 24. Results showed that there were no significant differences in either interpersonal interaction or human–technology interaction; however students experienced significantly more engagement in the smart classroom. The reasons were analyzed and interaction patterns in smart classroom were discussed. Finally, a smart classroom interaction model was proposed to promote classroom interaction by considering the interplay of pedagogy, space, and technology.
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Busher, Hugh. "Recording classroom interaction". Research in Education 42, nr 1 (listopad 1989): 37–43. http://dx.doi.org/10.1177/003452378904200104.

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Rozprawy doktorskie na temat "Classroom interaction"

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Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко i Larysa Volodymyrivna Andreyko. "Classroom interaction in teaching English". Thesis, Publishing House «Education and Science», 2014. http://essuir.sumdu.edu.ua/handle/123456789/59598.

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The article looks at different kinds of interaction in the classroom such as student-teacher interection, student-student interaction. Some recommendations are given for organizing work in pairs and groups.
Розглядаються різні види взаємодії: студент-викладач, студент-студент. Надаються практичні рекомендації щодо організації роботи в парах та групах.
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Khoo, Rosemary Ghim Choo. "Interaction dynamics of classroom discourse". Thesis, Khoo, Rosemary Ghim Choo (1988) Interaction dynamics of classroom discourse. PhD thesis, Murdoch University, 1988. https://researchrepository.murdoch.edu.au/id/eprint/51375/.

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Most classroom research carried out in Singapore involves correlational studies which employ quantitative research methods. Such studies have limited usefulness in offering insights into the human and social aspect of events that are accomplished through face-to-face interaction, such as classroom lessons. This study sets out to rectify the dearth of qualitative research on Singapore classrooms by presenting a descriptive account of the working of social and linguistic processes in the recurrent patterns of interaction in lessons. Such a description should provide valuable microethnographic information on the Singapore classroom. Our conception of the lesson is of an educational encounter, and classroom interaction is social action which is characterised by negotiative activity as teachers and pupils participate actively in the joint act of creating a lesson. Thematic and interactional aspects of classroom management constrain the ways in which both parties communicate and participate and the teacher's verbal strategies are made in response to pupils' communicative behaviours. The research procedure used is ethnographic investigation which subscribes to a holistic conception of the lesson considered as an analytic whole. The corpus of data comprises the complete transcripts of a theoretical sample of 16 lessons which have been videorecorded in upper secondary English language classrooms in Singapore, supplemented by observed data from field notes and informal discussions with teachers. The complexity of discourse analysis is first highlighted in the discussion of conceptual issues underlying the theoretical position taken in this study. These include the various relationships that exist between utterance, meaning and context so as to explain the basis of interpretive procedures used in the analysis. The approach adopted in the analysis of classroom discourse is eclectic to enable insights from linguistic and sociological disciplines to be used in the interpretation of utterances. A typology of situation types ('sit-types') is described, that is, the established patterns of organisation of interaction of the Composition and Language Practice lesson respectively, obtained from the analysis of classroom lessons. This is followed by an analysis of the interaction of selected episodes and of a whole lesson to illustrate the negotiated character of lessons as the teacher adopts management strategies in relation to a lesson's academic and social goals and in the face of typical pupil behaviours, such as silence and reluctance to answer. An implication arising from this study is that the direction for effective pedagogic innovation and change lies first in the recognition of the practical and ideological constraints which influence a teacher's communicative strategies in the classroom.
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Pilon, Daniel. "Software tools for improving classroom interaction". Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10266.

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Cette these decrit un systeme informatise d'aide aux presentations et aux assistances lors d'exposes magistraux et presente ses fonctionnalites. Elle introduit un systeme utilisant les blocs-notes stylo et un ensemble d'outils logiciels pour ameliorer la communication entre les professeurs et les etudiants. Les outils logiciels permettent aux professeurs d'interagir efficacement avec les etudiants durant les cours et aident les etudiants a prendre des notes pertinentes. Le systeme peut etre employe dans une classe traditionnelle, lors d'enseignement a distance ou dans un environnement de teleconference. Pour cette these, les outils logiciels lorsque referes comme un tout, seront designes comme Class Tool.
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Shaw, Dara Gay. "Cross-cultural gender dynamics in classroom interaction the adult ESOL classroom /". Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1811.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xx, 401, 2 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 263-275).
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Pang, Po-yee Patricia, i 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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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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Bergsleithner, Joara Martin. "Grammar and interaction in the EFL classroom". Florianópolis, SC, 2002. http://repositorio.ufsc.br/xmlui/handle/123456789/82346.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
Made available in DSpace on 2012-10-19T14:13:42Z (GMT). No. of bitstreams: 1 194824.pdf: 467121 bytes, checksum: 05bb795a60ded20979e1259ccb416841 (MD5)
O objetivo da presente dissertação é investigar, através de uma perspectiva sócio-cultural, como um grupo de aprendizes lidam com a gramática numa sala de aula de inglês como língua estrangeira (LE) ambos com o seu professor e entre eles mesmos. Com essa finalidade, este estudo objetiva investigar as seguintes questões: a) se o professor e os aprendizes enfocam na forma; b) como o professor e os aprendizes lidam com forma, função e significado; c) quais mecanismos de consciência lingüística são desenvolvidos; e d) quais elementos discursivos são usados nos episódios de foco na forma. O Capítulo I revisa a instrução formal, ou o foco na forma, na sala de aula de inglês como LE, que é um assunto controverso polêmico em se tratando de como ela pode ou não contribuir para o desenvolvimento lingüístico. O Capítulo II descreve a metodologia usada neste estudo, o qual foi desenvolvido através de uma pesquisa etnográfica, envolvendo técnicas qualitativas como anotações, gravações e filmagens. Os dados foram coletados em uma sala de aula de inglês (LE), num nível intermediário. O Capítulo III apresenta a análise dos dados coletados. Na análise, a instrução formal é examinada com uma abordagem sociocultural. Na conclusão, as quatro perguntas de pesquisa propostas neste estudo são respondidas. Os resultados revelam que alguns mecanismos de consciência lingüística e alguns elementos discursivos, encontrados nos dados, foram usados pelo professor e pelos alunos para enfocar na forma através de andaimes em situações de diálogo. Finalizo esta dissertação sugerindo algumas implicações pedagógicas, indicando algumas limitações deste estudo e oferecendo possibilidades para pesquisas futuras nesta área.
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Lo, Ming-Fen. "Classroom interactional competence (CIC) in EFL student-led small group task interaction". Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/4015.

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This thesis investigates EFL (English as a Foreign Language) learners’ classroom interactional competence (CIC) by tracking their orientation to a specific role assigned by the teacher, the group leader, and its effect on L2 learning through small group task interactions. In formal English instructional settings, especially in Asia, English is often taught through dyad or small group task interactions to involve the most students in large classes. While learner-learner task interaction has gained great interest from Second Language Acquisition (SLA), most of which focuses on dyadic talks or the relationships between task types and interactional patterns, little has described in detail how students lead and participate in small group discussions to accomplish a task. Drawing on Conversation Analysis (CA) perspective of identity and language expertise, CA-SLA studies of task interaction, the notions of L2 interactional competence (IC) (Hall et al, 2011), and classroom interactional competence (CIC) (Walsh, 2006), this thesis highlights L2 learners’ CIC in EFL small group task interaction and suggests using an SEST (Self Evaluation of Student Talk) framework to enhance learners’ CIC and task performance. This study applies CA to the examination of audio- and video recordings of learner-learner group interactions in a Taiwanese technological university. The findings show the assigned group leaders take on a teacher’s role by performing different pedagogical practices. They allocate turns, give instructions, highlight the pedagogical focus, repair and initiate repairs, provide scaffolded feedback, and explain word meanings. Other group members respond to nominations, make contributions, request clarification, and seek language assistance. Through this co-orientation to ‘doing being a group leader’, L2 learners demonstrate learner CIC in group discussions led by a peer participant. The findings of this thesis have implications for language learning through task interaction, CA research into task interaction and classroom interactional competence.
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Zengin, Emine. "A Study On The Nature And Frequency Of The Interaction And The Factors Affecting Interaction In Language Classrooms". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610232/index.pdf.

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The purpose of this study was to describe and explore the nature and frequency of the interaction and the factors affecting interaction in language classrooms. This qualitative study was conducted in a private language course in Ankara, Turkey. The sample consisted of 6 teachers. The data were collected through video-camera, semi-structred interview and demographic information log. To tackle the complexity of the raw data, data were first subjected to constant comparison analysis. Second, all results were tabulated and interpreted. The results indicated the amount of teacher talk outweighed student talk and teachers spent on average one third of the lesson on lecturing. Besides, it was observed teachers spent approximately 3 % of the lesson on questioning and teachers ask more low-level questions than high-level questions. In addition, the results revealed teacher-initiated interaction outweighed student-initiated interaction and both teacher-initiated and student-initiated interactions outweighed student-student interaction. It was also observed male students interact with teacher more than females. Lastly, the results indicated teachers criticized males more than females. In addition, the results about the nature of interaction indicated students used the method of shouting the answer or idea directly most as the way of initiating interaction with teacher. Furthermore, they had most interaction with teachers so as to ask questions related to the lesson. Also, the results showed the teachers used the method of addressing the whole class as the way of initiating interaction with students. Finally, the teachers used the questioning strategy most as a means of initiating interaction with students.
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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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Książki na temat "Classroom interaction"

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Classroom interaction. Oxford [Oxfordshire]: Oxford University Press, 1987.

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Dippold, Doris. Classroom Interaction. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601.

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

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

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Ouellette, Cynthia. Gender influences in classroom interaction. Sudbury, Ont: Laurentian University, Department of Sociology and Anthropology, 1994.

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Mourière, Amandine, i Pam Smith. The Intensive Interaction Classroom Guide. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003170839.

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Baruch, Schwarz, Dreyfus Tommy i Hershkowitz Rina, red. Transformation of knowledge through classroom interaction. Abingdon, Oxon: Routledge, 2009.

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

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Jenks, Christopher J., i Paul Seedhouse, red. International Perspectives on ELT Classroom Interaction. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137340733.

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Delamont, Sara. Interactionin the classroom. Wyd. 2. London: Routledge, 1990.

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Części książek na temat "Classroom interaction"

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Dippold, Doris, i Marion Heron. "Classroom interaction". W Meaningful Teaching Interaction at the Internationalised University, 71–79. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429329692-6.

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Dippold, Doris. "Introduction". W Classroom Interaction, 1–5. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_1.

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Dippold, Doris. "Internationalisation and University Policies". W Classroom Interaction, 6–33. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_2.

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Dippold, Doris. "Student and Staff Perspectives". W Classroom Interaction, 34–52. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_3.

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Dippold, Doris. "Pragmatics and Discourse Perspectives". W Classroom Interaction, 53–67. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_4.

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Dippold, Doris. "Culture and Classroom Interaction". W Classroom Interaction, 68–82. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_5.

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Dippold, Doris. "Responding to Classroom Interaction Challenges". W Classroom Interaction, 83–110. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_6.

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Dippold, Doris. "Conclusion". W Classroom Interaction, 111–15. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443601_7.

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Green, Judith L., i Jenna Joo. "Classroom Interaction, Situated Learning". W Discourse and Education, 55–70. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02243-7_1.

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Green, Judith L., i Jenna (Ji Eun) Joo. "Classroom Interaction, Situated Learning". W Discourse and Education, 1–16. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02322-9_1-1.

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Streszczenia konferencji na temat "Classroom interaction"

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Soute, Iris, i Henk Nijmeijer. "An OWL in the classroom". W IDC'14: Interaction Design and Children 2014. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2593968.2610467.

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Raca, Mirko, i Pierre Dillenbourg. "Holistic Analysis of the Classroom". W ICMI '14: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2666633.2666636.

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Zvereva, Ekaterina. "THE STAGING METHOD IN CLASSROOM INTERACTION". W 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/34/s13.086.

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Mahmud, Murni. "Polite Rituals in the Classroom Interaction". W 2nd International Conference on Education, Science, and Technology (ICEST 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icest-17.2017.61.

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Zhang, Xiufeng, i Hui Gao. "Study on Effectiveness of Classroom Interaction". W International Conference on Education, Economics and Information Management (ICEEIM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200401.007.

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Safriyani, Rizka. "Classroom Interaction in English Reading Class". W International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.60.

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Barendregt, Wolmet, Tilde M. Bekker, Peter Börjesson, Eva Eriksson i Olof Torgersson. "Legitimate Participation in the Classroom Context". W IDC '16: Interaction Design and Children. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930674.2930686.

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Balachandran, Vivek, Chitra Panchapakesan i Vishakh Balachandran. "Lyceum – Classroom without Walls". W Proceedings of the 32nd International BCS Human Computer Interaction Conference. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/hci2018.159.

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Zhang, Ge, Younong Hu i Mengqian Wang. "AN EMPIRICAL STUDY ON THE EFFECT OF CLASSROOM INTERACTION USING A SELF-DEVELOPED CLASSROOM INTERACTIVE SUPPORT SYSTEM". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0027.

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Cui Guangzuo. "A cognitive learning model in classroom interaction". W 2010 Second International Conference on Computational Intelligence and Natural Computing (CINC). IEEE, 2010. http://dx.doi.org/10.1109/cinc.2010.5643732.

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Raporty organizacyjne na temat "Classroom interaction"

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Higashi, Nobuko. An Ethnography of Classroom Interaction in Hoshuko: A Case Study of the Japanese Supplementary School Classroom. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.7219.

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Prewitt, Robert R., i Katherine B. Oropeza. Using Clickers" in the Classroom to Increase the Level of Student Interaction". Fort Belvoir, VA: Defense Technical Information Center, grudzień 2008. http://dx.doi.org/10.21236/ada494106.

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Бондаренко, Ольга Володимирівна, Світлана Вікторівна Мантуленко i Андрій Валерійович Пікільняк. Google Classroom as a Tool of Support of Blended Learning for Geography Students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2655.

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Abstract. The article reveals the experience of organizing blended learning for geography students using Google Classroom, and discloses its potential uses in the study of geography. For the last three years, the authors have tested such in-class and distance courses as “Cartography and Basics of Topography”, “Population Geography”, “Information Systems and Technologies in Tourism Industry”, “Regional Economic and Social World Geography (Europe and the CIS)”, “Regional Economic and Social World Geography (Africa, Latin America, Asia, Anglo-America, Australia and Oceania)”, “Socio-Economic Cartography”. The advantages of using the specified interactive tool during the study of geographical disciplines are highlighted out in the article. As it has been established, the organization of the learning process using Google Classroom ensures the unity of in-class and out-of-class learning; it is designed to realize effective interaction of the subjects learning in real time; to monitor the quality of training and control the students’ learning achievements in class as well as out of it, etc. The article outlines the disadvantages that should be taken into account when organizing blended learning using Google Classroom, including the occasional predominance of students’ external motivation in education and their low level of readiness for work in the classroom; insufficient level of material and technical support in some classrooms; need for out-of-class pedagogical support; lack of guidance on the content aspect of Google Classroom pages, etc. Through the test series conducted during 2016-2017, an increase in the number of geography students with a sufficient level of academic achievements and a decrease of those with a low level of it was revealed.
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De Giorgi, Giacomo, i Michele Pellizzari. Understanding Social Interactions: Evidence from the Classroom. Cambridge, MA: National Bureau of Economic Research, lipiec 2013. http://dx.doi.org/10.3386/w19202.

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Semerikov, Serhiy O., Mykhailo M. Mintii i Iryna S. Mintii. Review of the course "Development of Virtual and Augmented Reality Software" for STEM teachers: implementation results and improvement potentials. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4591.

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The research provides a review of applying the virtual reality (VR) and augmented reality (AR) technology to education. There are analysed VR and AR tools applied to the course “Development of VR and AR software” for STEM teachers and specified efficiency of mutual application of the environment Unity to visual design, the programming environment (e.g. Visual Studio) and the VR and AR platforms (e.g. Vuforia). JavaScript language and the A-Frame, AR.js, Three.js, ARToolKit and 8th Wall libraries are selected as programming tools. The designed course includes the following modules: development of VR tools (VR and Game Engines; physical interactions and camera; 3D interface and positioning; 3D user interaction; VR navigation and introduction) and development of AR tools (set up AR tools in Unity 3D; development of a project for a photograph; development of training materials with Vuforia; development for promising devices). The course lasts 16 weeks and contains the task content and patterns of performance. It is ascertained that the course enhances development of competences of designing and using innovative learning tools. There are provided the survey of the course participants concerning their expectations and the course results. Reduced amounts of independent work, increased classroom hours, detailed methodological recommendations and increased number of practical problems associated with STEM subjects are mentioned as the course potentials to be implemented.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor i Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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McParker, Matthew. Intercultural Interactions Among Burmese Refugees in Multicultural Middle School Classrooms. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2937.

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Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov i Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3243.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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Fairlie, Robert, Florian Hoffmann i Philip Oreopoulos. A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom. Cambridge, MA: National Bureau of Economic Research, wrzesień 2011. http://dx.doi.org/10.3386/w17381.

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Stolz, Robert, i Camille McKayle. Interactive Computer Classroom Proposal to the Department of Defense Infrastructure Support Program. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 1999. http://dx.doi.org/10.21236/ada387361.

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