Artykuły w czasopismach: „Online learning interaction”

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Gusić, Laura. "Learning language online – interaction without interaction". Educational Role of Language Journal 2021-1, nr 5 (27.09.2021): 30–31. http://dx.doi.org/10.36534/erlj.2021.01.03.

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Zayabalaradjane, Zayapragassarazan, i Thomas V. Chacko. "Interaction Analysis of FAIMER Mentor-Learner Web Online Collaborative Learning Session". Malaysian Online Journal of Educational Technology 8, nr 2 (1.04.2020): 12–27. http://dx.doi.org/10.17220/mojet.2020.02.002.

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Mayende, Godfrey, Andreas Prinz, Ghislain Maurice Norbert Isabwe i Paul Birevu Muyinda. "Learning Groups in MOOCs: Lessons for Online Learning in Higher Education". International Journal of Engineering Pedagogy (iJEP) 7, nr 2 (19.05.2017): 109. http://dx.doi.org/10.3991/ijep.v7i2.6925.

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when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC) run in 2015 and 2016. Qualitative (interaction on the platform) and quantitative (survey) methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can make online learning groups more effective.

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Hung, Min-Ling. "Online Learning Readiness". International Journal of Technology and Human Interaction 12, nr 1 (styczeń 2016): 51–62. http://dx.doi.org/10.4018/ijthi.2016010104.

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The purpose of this study was to examine whether online students' course-related readiness would undergo changes between midterm exams and final exams, and which student-readiness factors might predict students' willingness to take an online course again. The analysis used survey data from 217 students enrolled in an online course that was presented three times over three consecutive semesters. The results of this study were as follows: (1) an increase in communication self-efficacy and a decrease in learner control and in motivation for learning from middle of the semester to the end of the semester; (2) communication self-efficacy and learning motivation were statistically significant predictors of the students' willingness to take future online courses.

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Keengwe, Jared, i Gary Schnellert. "Fostering Interaction to Enhance Learning in Online Learning Environments". International Journal of Information and Communication Technology Education 8, nr 3 (lipiec 2012): 28–35. http://dx.doi.org/10.4018/jicte.2012070104.

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Interaction is central to educational experiences in online learning environments. Interaction enhances learning by fostering three types of learning interaction: learner-instructor, learner-learner, and learner-content. Additionally, online students generally perceive interaction as an effective means of learning. Therefore, it is important for online instructors to create opportunities for interaction in online learning environments. This article stimulates reflections on the critical role of interaction in online learning. A primary implication based on the challenges reported in the study is that instructors need to reflect on effective ways to design and implement successful online learning environments. For instance, instructors could anticipate these challenges by focusing on the development of online tools such as wikis to enhance effective online interaction.

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Alkhalaf, Salem, Jeremy Nguyen, Anne Nguyen i Steve Drew. "Online Learner Satisfaction and Collaborative Learning". International Journal of Information and Communication Technology Education 9, nr 2 (kwiecień 2013): 66–78. http://dx.doi.org/10.4018/jicte.2013040106.

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Despite the considerable potential for e-learning to improve learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixed-methods approach in investigating the underlying reasons for this situation. Results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them and their fellow students. When interactions do occur, students indicate overwhelmingly that they find such interactions useful. Together, these findings suggest that greater student interaction, which could be fostered through the use of collaborative learning, is likely to be both popular with students and beneficial to their learning outcomes.

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Shalev-Shwartz, Shai. "Online Learning and Online Convex Optimization". Foundations and Trends® in Machine Learning 4, nr 2 (2011): 107–94. http://dx.doi.org/10.1561/2200000018.

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Pestean, V. "Didactic Approaches for a Quality Digital Learning". 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, nr 1 (8.10.2021): 31. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(31).

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The research whose result is illustrated in this paper investigates the ways in which teachers overcome the temptation to limit the lesson only to content delivery and assessment. This paper identifies and explains the types of interactions facilitated by teachers during online classes. An important part of the paper is intended to clasify the most successful techniques that stimulate synchronous and asynchronous interactions in teacher-student relationship in primary school. The professional experience of the teachers included in this research is explored and capitalized on, in order to decide on the right ways for connection, as well as productive interaction in the online environment. Keywords: Interactions Facilitated, Online Classes, Connection And Productive Interaction In The Online Environment

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O'Rourke, Breffni. "Form-focused Interaction in Online Tandem Learning". CALICO Journal 22, nr 3 (14.01.2013): 433–66. http://dx.doi.org/10.1558/cj.v22i3.433-466.

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Youngmeyer, David. "A crash course in online learning". Interactions 27, nr 4 (9.07.2020): 8–9. http://dx.doi.org/10.1145/3406106.

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Razali, Sharifah Nadiyah, Mohd Hafiez Ahmad i Helmi Adly Mohd Noor. "Implications of Learning Interaction in Online Project Based Collaborative Learning". Journal of Computational and Theoretical Nanoscience 17, nr 2 (1.02.2020): 681–88. http://dx.doi.org/10.1166/jctn.2020.8831.

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Interaction is the success factors that support online learning pedagogy that can enhanced the learning and teaching process, increased students’ satisfaction and learning outcomes. This paper reviewed empirical studies on interaction in online learning. In order to achieve the aim, the study was conducted qualitatively in the form of document review study. Conclusively, there were three common types of interaction that have been cited frequently in the literature: Learner–learner, learner–instructor and learner–content. However, this study embedded the collaboration theory where learners take full responsibility to their learning with instructor guide. Therefore, the interaction between learner–learner and learner–instructor should be emphasized.

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A. A. Farrah, Mohammed, i Shatha "Mohammad Ghassan" Jabari. "Interaction in Online Learning Environment during Covid -19: Factors behind Lack of Interaction and Ideas for Promoting it". Bulletin of Advanced English Studies 5, nr 2 (grudzień 2020): 47–56. http://dx.doi.org/10.31559/baes2020.5.2.3.

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Due to COVID-19 pandemic, the learning process shifted from face- to- face learning into online learning as schools and universities closed almost all over the word. With the shift from face to face into online learning, the learning process effected negatively specially students’ interaction. In the online learning process, students tend to avoid interacting for many different reasons the study discussed. In light of this shift, by exploring the experiences and perceptions of the English language students at Hebron University, Palestine, this descriptive survey research aimed to investigate the reasons behind students’ lack of interaction during their online class sessions. It also tries to provide some useful ideas and suggestion that instructors may use in order to increase their students' interaction and participation with relevance to some other studies. The researchers employed a mono method quantitative research approach. A survey-questionnaire was posted online through Google forms to all English language major students Hebron University. The findings reported some reasons behind lack of interaction and some suggestions to promote interaction based on the participants’ perceptions. The study provides instructors and educational decision makers with pedagogical insights that may better shape the learning/teaching process in the online environment.

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Nieuwoudt, Johanna. "Exploring online interaction and online learner participation in an online science subject through the lens of the interaction equivalence theorem". Student Success 9, nr 2 (12.06.2018): 1–10. http://dx.doi.org/10.5204/ssj.v10i1.424.

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While researchers agree that student participation is key to learning, it seems that the issue of interaction in online learning is not yet resolved. The current study investigated students’ online interaction and online learner participation in an online enabling science subject and compared this with their final grades. The data were analysed through the lens of Anderson’s (2003) interaction equivalence theorem. The findings from the current study provide support for the interaction equivalence theorem. Student-teacher interaction and student-content interaction were evident, but not student-student interaction. Significant relationships were found between student success and online learner participation, but not online interaction. Generalisations are limited by a small sample size and online interaction and participation was measured in terms of quantity rather than quality. Still, following the interaction equivalence theorem, it appears that students can have a satisfying and meaningful learning experience despite not having student-student interaction.

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Nieuwoudt, Johanna. "Exploring online interaction and online learner participation in an online science subject through the lens of the interaction equivalence theorem". Student Success 9, nr 4 (30.11.2018): 53–62. http://dx.doi.org/10.5204/ssj.v9i4.520.

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While researchers agree that student participation is key to learning, it seems that the issue of interaction in online learning is not yet resolved. The current study investigated students’ online interaction and online learner participation in an online enabling science subject and compared this with their final grades. The data were analysed through the lens of Anderson’s (2003) interaction equivalence theorem. The findings from the current study provide support for the interaction equivalence theorem. Student-teacher interaction and student-content interaction were evident, but not student-student interaction. Significant relationships were found between student success and online learner participation, but not online interaction. Generalisations are limited by a small sample size and online interaction and participation was measured in terms of quantity rather than quality. Still, following the interaction equivalence theorem, it appears that students can have a satisfying and meaningful learning experience despite not having student-student interaction.

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HAYRAPETYAN, ANI, i MARIAM ARAKELYAN. "PROBLEM OF SOCIAL INTERACTION LACK IN ONLINE LANGUAGE LEARNING". Main Issues Of Pedagogy And Psychology 13, nr 1 (12.04.2017): 90–96. http://dx.doi.org/10.24234/miopap.v13i1.235.

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The purpose of this article is to highlight the problem of the lack of social interactions in online language learning context and to suggest optimal solutions towards the development of social presence in virtual learning environment. Specifically, five main points figure prominently in the model of interaction development: implementation of parter-feedback system, collaborative preparation for online lessons, incorporation of video-recorded exercises in the course content, creation of students’ profiles and facing different cultural and linguistic dimensions.

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Yang, Chenglei, Lu Wang, Bing Sun, Xu Yin, Xiaoting Wang, Li Liu i Lin Lu. "Natural Interaction Based Online Military Boxing Learning System". International Journal of Distance Education Technologies 11, nr 3 (lipiec 2013): 98–108. http://dx.doi.org/10.4018/jdet.2013070107.

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Military boxing, a kind of Chinese martial arts, is widespread and health beneficial. In this paper, the authors introduce a military boxing learning system realized by 3D motion capture, Web3D and 3D interactive technologies. The interactions with the system are natural and intuitive. Users can observe and learn the details of each action of the military boxing under different views and scales by translating, rotating and zooming the 3D human body models. Smartphones also can be used as the input/output device in the system, which provides natural interactive operations by voice and sensor technologies. The evaluation test has shown that the learning effect of the system is better than via traditional video. The system can be extended to Tai-Chi, gymnastic exercises and other routines.

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Fung*, Yvonne Y. H. "Collaborative online learning: interaction patterns and limiting factors". Open Learning: The Journal of Open, Distance and e-Learning 19, nr 2 (czerwiec 2004): 135–49. http://dx.doi.org/10.1080/0268051042000224743.

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Lapadat, Judith C. "Written Interaction: A Key Component in Online Learning". Journal of Computer-Mediated Communication 7, nr 4 (23.06.2006): 0. http://dx.doi.org/10.1111/j.1083-6101.2002.tb00158.x.

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Abouzeid, Enjy, Rebecca O'Rourke, Yasser El-Wazir, Nahla Hassan, Rabab Abdel Ra'oof i Trudie Roberts. "Interactions between learner’s beliefs, behaviour and environment in online learning: Path analysis". Asia Pacific Scholar 6, nr 2 (4.05.2021): 38–47. http://dx.doi.org/10.29060/taps.2021-6-2/oa2338.

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Introduction: Although, several factors have been identified as significant determinants in online learning, the human interactions with those factors and their effect on academic achievement are not fully elucidated. This study aims to determine the effect of self-regulated learning (SRL) on achievement in online learning through exploring the relations and interaction of the conception of learning, online discussion, and the e-learning experience. Methods: A non-probability convenience sample of 128 learners in the Health Professions Education program through online learning filled-out three self-reported questionnaires to assess SRL strategies, the conception of learning, the quality of e-Learning experience and online discussion. A scoring rubric was used to assess the online discussion contributions. A path analysis model was developed to examine the effect of self-regulated learning on achievement in online learning through exploring the relations and interaction among the other factors. Results: Path analysis showed that SRL has a statistically significant relationship with the quality of e-learning experience, and the conception of learning. On the other hand, there was no correlation with academic achievement and online discussion. However, academic achievement did show a correlation with online discussion. Conclusion: The study showed a dynamic interaction between the students’ beliefs and the surrounding environment that can significantly and directly affect their behaviour in online learning. Moreover, online discussion is an essential activity in online learning.

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Ulfa, Saida, i Izzul Fatawi. "Predicting Factors that Influence Students’ Learning Outcomes Using Learning Analytics in Online Learning Environment". International Journal of Emerging Technologies in Learning (iJET) 16, nr 01 (12.01.2021): 4. http://dx.doi.org/10.3991/ijet.v16i01.16325.

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The application of online learning has increased significantly, recently. One of the key successes in online learning is student interactions. An active learning strategy would engage the students to interact with the course or to get involved in the learning process. The objective of this research was to predict which one of the student activities that would improve the learning outcome of the students? All the activities are related to non-human interaction. One of the activities is concept mapping. All the students’ activities in online learning were stored in LMS and the data generated as a learning analytics. A linear regression method was used to analyze the data. This research confirmed that working on exercises by using concept mapping yields significant results in improving the learning outcome of students.

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Lee, Hea-Jin, i Eun-ok Baek. "Facilitating Deep Learning in a Learning Community". International Journal of Technology and Human Interaction 8, nr 1 (styczeń 2012): 1–13. http://dx.doi.org/10.4018/jthi.2012010101.

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The purpose of this study is to explore how the integration of online discussion into a mathematics methods course affected pre-service teachers’ learning. Students’ transcription of online discussion was analyzed using a mixed methods approach, combining computer-mediated discourse analysis and Chi-square test analysis. The data revealed that the online discussion helped pre-service teachers not only deepen their learning of mathematics methods, but also demonstrated their abilities to teach mathematics in different ways. It also indicated that the depth of their learning depended on the levels of threads and topics of discussion. Deep learning occurs 1) more often in the first level thread than subsequent level threads, and 2) in discussion topics, primarily those related to practice-based issues rather than theory-based topics.

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Dogbey, James, Alex Kumi-Yeboah i John Dogbey. "Dialogue Pedagogical Strategies Perceived to Enhance Online Interaction". International Journal of Online Pedagogy and Course Design 7, nr 3 (lipiec 2017): 70–85. http://dx.doi.org/10.4018/ijopcd.2017070105.

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The advent and success of online academic programs in recent years have prompted many institutions of higher learning to increase the number of courses they offer online. As the number of online courses increases, however, so has a growing concern about the effectiveness of this instructional delivery method in adequately preparing students for further education and career aspirations. This study explored dialogue pedagogical strategies employed by instructors of online courses to enhance the quality of teaching and learning in the online environment. It also investigated challenges faced by instructors of online courses in their effort to maximize students' learning in this environment. Ten instructors of online courses participated in the study. The analysis identified instructors' presence, learning communities, instructional differentiation, and strict deadlines as dialogue factors that promote the quality of online teaching and learning. The response data also pointed to dialogue related three issues, namely: student issues; instructor issues; and technological issues that constrain students' learning in the online environment. Implications and recommendations for educators, instructors, and policymakers are provided.

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Nguyen, Viet Anh. "The Impact of Online Learning Activities on Student Learning Outcome in Blended Learning Course". Journal of Information & Knowledge Management 16, nr 04 (23.11.2017): 1750040. http://dx.doi.org/10.1142/s021964921750040x.

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The aim of the study is to determine the impact of online learning activities on learning outcomes of students who participated in the blended learning course, focusing specifically on skill-based courses. The learning outcomes or results of a learner are usually measured by scores, knowledge or skills gained in the course. In blended learning courses, the learning outcomes can be assessed according to many criteria. In this study, interactive activities such as teacher–student interaction, student–student interaction, student–content interaction and student–technology interaction are considered. Undergraduate students participated in the blended learning course in which formative assessment was used to evaluate student learning outcomes by the combination of different learning activities through a learning management system. The quantitative results obtained by using regression analysis of data from the system showed that the students who effectively interacted with learning activities in the course have better results. Quantitative analytical results indicated that student–student interaction has a greater impact on student learning outcomes. These learning activities are used for interactive activities as suggestions for teachers to design and implement learning activities for blended learning courses.

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Stapleton, James L., H. Joseph Wen, Dave Starrett i Michelle Kilburn. "Generational differences in using online learning systems". Human Systems Management 26, nr 2 (13.07.2007): 99–109. http://dx.doi.org/10.3233/hsm-2007-26203.

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The purpose of this study was to investigate generational differences in using online learning systems. The factors examined in this study were perceived satisfaction, perceived learning, online technology environment, interaction, student motivation and self-management. A total of 966 usable responses were analyzed. A number of generational differences were found. Comparatively speaking, Millennials are more likely to perceive that technical capabilities of the online system reduce learning, have more interaction with students, have less interaction with instructors, are more comfortable with online course discussions, and are less likely to have an online learning plan. However, contrary to profiles of these generations common in the literature, results suggested that the perceived satisfaction, learning, and motivation of these generations are more homogeneous than different.

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Ahmad, Ahmad, Zulkifley Mohamed, Eka Setyaningsih i Chumaedi Sugihandardji. "ONLINE LEARNING INTERACTION OF MATHEMATICS TEACHER IN JUNIOR HIGH SCHOOL: A SURVEY IN THE COVID-19 PANDEMIC". Infinity Journal 10, nr 2 (10.08.2021): 271. http://dx.doi.org/10.22460/infinity.v10i2.p271-284.

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This study aims to determine the online learning interactions carried out by junior high school teachers in the classroom during the COVID-19 pandemic. The quantitative using survey was used as a research methodology. 141 Mathematic Teachers was selected as the subject of this research. A questionnaire of classroom interaction practice in an online class was used as a data collection technique. The result found that mathematic teachers’ interaction activity in online courses has a different level. The interaction process that mathematic teachers use is in preparing the students to join an online course and leading the discussion with the mean of 4.2 and 4.3. In contrast, the lowest interaction happens in interaction in giving feedback and interaction in closing activity with an average of 2.5. the research also found that 78.70% of mathematic teachers always provide direction to the students in starting the online class. 40.30% of them never ask students to correct incorrect assignments during online learning.

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Sulistyani, Sulistyani, i Rika Riwayatiningsih. "Modeling Online Classroom Interaction to Support Student Language Learning". IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 8, nr 2 (10.12.2020): 446–57. http://dx.doi.org/10.24256/ideas.v8i2.1610.

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For many years, teacher-student interaction has been indicated to considerably affect student learning. In recent years, research concentration has moved from attempting to evaluate the potent ways of classroom interaction for student learning and how it can be developed. Due to the intricacy of the classroom interaction procedure, the answer to this question is profoundly contingent upon some reasons, such as the learning condition. The aim of this project is to study the classroom interaction process in an online learning context in which English is learned as a foreign language. This is review research employing content analysis technique we intend to examine the published research articles to find out the teachers’ strategies/tools and the contribution of the strategies to students’ language learning in online classroom interaction. This can build up an understanding of the most effective techniques to develop the students’ involvement with the learning process. The result of the analysis is that most teachers use synchronous and asynchronous online classroom interaction and blended learning in which teacher-students, student-student, student-teacher, and student-learning sources are met through discussion. This strategy is mostly preferred by teachers to give students a chance to get involved in communication, collaboration, interaction, and participation. This strategy is believed to be able to engage students in developing language learning opportunities; therefore, this can be a good model for better classroom practices.

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Samiji, Mukhamad Hamid, i Umi Khomsiyatun. "Typical Parents' Interactions With Early Childhood During 'At Home Only' Learning". Indonesian Journal of Islamic Early Childhood Education 5, nr 2 (2.01.2021): 13–20. http://dx.doi.org/10.51529/ijiece.v5i2.194.

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Home learning alone is one of the learnings applied at almost all levels of education when the covid-19 pandemic began. This study aims to describe the patterns of parent-to-child interaction during online learning, especially at the early childhood education level. The method used in this research is a case study with a descriptive qualitative approach. The data source in this study was obtained from parents whose children attended PAUD Wadas Kelir. The results of this study showed that home learning alone positions parents to reform as teachers. So the interaction patterns created during home learning alone show the position of parents in managing interactions during home learning alone is very important. The formation of parent-to-child interaction patterns produces two patterns, namely direct interaction patterns and indirect interaction patterns.

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Lai, Chih-Hung, Hung-Wei Lin, Rong-Mu Lin i Pham Duc Tho. "Effect of Peer Interaction among Online Learning Community on Learning Engagement and Achievement". International Journal of Distance Education Technologies 17, nr 1 (styczeń 2019): 66–77. http://dx.doi.org/10.4018/ijdet.2019010105.

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This article explores whether a learning community can affect students' learning achievement and engagement. Besides, this study also analyzed whether degree centralities of peer interaction affect learning achievement and learning engagement based on social network analysis. While the experimental group combined the English learning system with the online learning community, the control group was simply using the English learning system. The results indicated that the students' engagement from the online learning community were higher than the ones who used the English learning system only, although the learning achievement is not significant difference between these two groups. Moreover, higher interaction learners from the online learning community revealed better performance in learning achievement and student engagement. Other than that, the learners who played the “Center” emerged with a higher learning achievement as well as the students' engagement than the “Periphery” ones. The research provides suggestions for online learning with learning communications as well.

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Saadé, Raafat George, Xin He i Dennis Kira. "Exploring dimensions to online learning". Computers in Human Behavior 23, nr 4 (lipiec 2007): 1721–39. http://dx.doi.org/10.1016/j.chb.2005.10.002.

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Din, Noorriati, Shireen Haron, Hashim Ahmad i Rahmah Mohd Rashid. "Technology Supported Cities and Effective Online Interaction for Learning". Procedia - Social and Behavioral Sciences 170 (styczeń 2015): 206–14. http://dx.doi.org/10.1016/j.sbspro.2015.01.030.

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Tu, Chih-Hsiung, i Michael Corry. "Building Active Online Interaction via a Collaborative Learning Community". Computers in the Schools 20, nr 3 (21.11.2003): 51–59. http://dx.doi.org/10.1300/j025v20n03_07.

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Du, Jianxia, Byron Havard i Heng Li. "Dynamic online discussion: task‐oriented interaction for deep learning". Educational Media International 42, nr 3 (wrzesień 2005): 207–18. http://dx.doi.org/10.1080/09523980500161221.

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Senft, Emmanuel, Paul Baxter, James Kennedy, Séverin Lemaignan i Tony Belpaeme. "Supervised autonomy for online learning in human-robot interaction". Pattern Recognition Letters 99 (listopad 2017): 77–86. http://dx.doi.org/10.1016/j.patrec.2017.03.015.

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Tran, Phuong. "Enhancing online language learning task engagement through social interaction". Australian Journal of Applied Linguistics 1, nr 2 (31.08.2018): 88–101. http://dx.doi.org/10.29140/ajal.v1n2.78.

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Martín-Monje, Elena, María Dolores Castrillo i Jorge Mañana-Rodríguez. "Understanding online interaction in language MOOCs through learning analytics". Computer Assisted Language Learning 31, nr 3 (6.10.2017): 251–72. http://dx.doi.org/10.1080/09588221.2017.1378237.

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Disney, Leigh, i Gretchen Geng. "Overview of interaction framework within an online learning context". International Journal of Technology Enhanced Learning 2, nr 4 (2010): 298. http://dx.doi.org/10.1504/ijtel.2010.035733.

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Harjudanti, Pinkan. "The Impact of Online Learning on the Learning Motivation of Junior High School Students". EduTeach : Jurnal Edukasi dan Teknologi Pembelajaran 2, nr 2 (15.07.2021): 32–41. http://dx.doi.org/10.37859/eduteach.v2i2.2487.

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Online learning is a basic need of education in the 21st century. The benefits of online learning are felt in the continuity of education during the Covid-19 pandemic. This study aims to examine the impact of online learning on the learning motivation of Junior High School (SMP) students. The results of the research discussion indicate that online learning has advantages, namely 1) as a medium to encourage independent learning; 2) as an effort to modernize the concept of education in the 21st century; 3) increasing the intensity of the interaction between teachers and students; 3) allows for an interaction that is not limited to space and time, and 4) meaningful learning. The impact of online learning on student learning motivation tends to be negative due to the unpreparedness of various parties, including teachers, parents, students, and schools. Early adolescents who need direct guidance, direction, and motivation must lose control due to reduced direct interaction with the teacher. The monotonous implementation of online learning, lack of direction and supervision, pressure for students to study from home, and low teacher innovation are the main causes of decreased learning motivation due to online learning.

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Shackelford, Jo L., i Marge Maxwell. "Sense of community in graduate online education: Contribution of learner to learner interaction". International Review of Research in Open and Distributed Learning 13, nr 4 (1.10.2012): 228. http://dx.doi.org/10.19173/irrodl.v13i4.1339.

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Distance learning technologies offer a multitude of ways to build interaction into online courses to support learning. Based on social constructivism theory, this study explored which types of interaction are most predictive of students’ sense of community in online graduate courses at a regional comprehensive university. Surveys were used to measure sense of community and the frequency and importance of nine learner–learner interactions.Interactions that were most predictive of sense of community were introductions, collaborative group projects, sharing personal experiences, entire class discussions, and exchanging resources. The interaction that offered the highest payoff to instructors was exchanging resources. The article discusses implications for online course design.

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Lange, Patricia G. "Learning Real-Life Lessons From Online Games". Games and Culture 6, nr 1 (7.10.2010): 17–37. http://dx.doi.org/10.1177/1555412010377320.

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Games have received increased scholarly attention due to the economic value they generate. Yet, some studies still conceptualize games as ‘‘virtual’’ realms that are theoretically distinct from ‘‘real world’’ experiences. Based on an ethnographic investigation of two online, text-based gaming environments, this study analyzes dynamics such as technical acculturation, access to technical knowledge, and opportunities for self-expression by studying social interaction that occurred in non-revenue-generating games. Frameworks that focus on dynamics such as in-game conversation in broader game-centric domains or ecologies should be considered to accommodate a wider variety of gaming forms and related interdisciplinary research questions. Different games have different consequences, and it is important to understand the varying consequential contexts that games afford. Whether or not the consequences may be measured economically, it is nevertheless important to consider how social interactions may complicate forms of self-expression in ways that impact the human spirit.

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Kusuma, Putri Candra, Muhammad Reza Pahlevi i Hilmansyah Saefullah. "EFL teachers’ perception towards online classroom interaction during covid-19 pandemic". ETERNAL (English Teaching Journal) 12, nr 2 (29.08.2021): 68–79. http://dx.doi.org/10.26877/eternal.v12i2.9211.

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The spread of Covid-19 is affecting education systems around the world and transform the learning from face-to-face to online learning. Interaction is important pattern to share knowledge between teachers and students. Previous research has said that interaction could also encourage students to master the subject matter. This study aims to describe the EFL teachers’ perception towards classroom interaction during Covid-19 pandemic especially on how the interaction between teacher-student, student-teacher, and student-student synchronously which is assisted by Google Meet. The research method used in this study is descriptive case study and taking data by conducting observation, interview, and documentation. Based on research result, teacher perceive online classroom interaction in balance emotion, exploratory talk tends to be implemented in online classroom interactions, Indirect talk of asking questions is the dominant online classroom interaction.

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Astuti, Elysa Ratna, Marco Alexandro i Pupung Purnawarman. "The Relationship between Indonesian Online Learners’ Learning Strategies and Learner-Instructor Interaction in Massive Open Online Course (MOOC)". Humaniora 8, nr 3 (19.10.2017): 253. http://dx.doi.org/10.21512/humaniora.v8i3.3737.

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This study aimed to expose the Indonesian online learners’ learning strategies used in MOOC and investigated the relationship between the learning strategies and learner-instructor interaction in MOOC. The method employed was quantitative research and used the correlational study. The data for this study were collected from 500 Indonesian online learners (359 females and 141 males) who enrolled in Sekolah TOEFL, one of the MOOCs in Indonesia. This study used translated and modified version of Motivated Strategies for Learning Questionnaire (MSLQ), students’ experience in e-learning questionnaire, and learner-instructor interaction in the online course. The three questionnaires were distributed through an electronic survey site, Google FormTM. The data were analyzed using descriptive statistics and Pearson Product Moment Formula to correlate both learning strategies and learner-instructor interaction. The findings enrich our understanding of learners’ learning strategies that are used in MOOC and reveal the relation of the learning strategies and learner-instructor interaction in MOOC.

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Satar, H. Müge. "Meaning-making in online language learner interactions via desktop videoconferencing". ReCALL 28, nr 3 (29.07.2016): 305–25. http://dx.doi.org/10.1017/s0958344016000100.

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AbstractOnline language learning and teaching in multimodal contexts has been identified as one of the key research areas in computer-aided learning (CALL) (Lamy, 2013; White, 2014).1 This paper aims to explore meaning-making in online language learner interactions via desktop videoconferencing (DVC) and in doing so illustrate multimodal transcription and analysis as well as the application of theoretical frameworks from other fields. Recordings of learner DVC interactions and interviews are qualitatively analysed within a case study methodology. The analysis focuses on how semiotic resources available in DVC are used for meaning-making, drawing on semiotics, interactional sociolinguistics, nonverbal communication, multimodal interaction analysis and conversation analysis. The findings demonstrate the use of contextualization cues, five codes of the body, paralinguistic elements for emotional expression, gestures and overlapping speech in meaning-making. The paper concludes with recommendations for teachers and researchers using and investigating language learning and teaching in multimodal contexts.

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Kross, Sean, Eszter Hargittai i Elissa M. Redmiles. "Characterizing the Online Learning Landscape". Proceedings of the ACM on Human-Computer Interaction 5, CSCW1 (13.04.2021): 1–19. http://dx.doi.org/10.1145/3449220.

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Kuo, Yu-Chun, Andrew E. Walker, Brian R. Belland i Kerstin E. E. Schroder. "A predictive study of student satisfaction in online education programs". International Review of Research in Open and Distributed Learning 14, nr 1 (10.01.2013): 16. http://dx.doi.org/10.19173/irrodl.v14i1.1338.

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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.

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Berglund, Therese Örnberg. "Multimodal student interaction online: an ecological perspective". ReCALL 21, nr 2 (maj 2009): 186–205. http://dx.doi.org/10.1017/s0958344009000184.

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AbstractThis article describes the influence of tool and task design on student interaction in language learning at a distance. Interaction in a multimodal desktop video conferencing environment, FlashMeeting, is analyzed from an ecological perspective with two main foci: participation rates and conversational feedback strategies. The quantitative analysis of participation rates shows that as far as verbal interaction is concerned, multimodality did not have an equalizing effect in this context, contradicting previous research on multimodal student interaction. Additionally, the qualitative analysis of conversational feedback strategies shows that whereas some multimodal strategies were employed, the students did not manage to fully act upon the communicative affordances of the tool, as the feedback ratio during and after the often long broadcasts was relatively low. These findings are related to task and tool design and the article discusses how design improvements in these areas might result in a more constructive language learning ecology.

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Chaudhuri, Monami. "ONLINE EDUCATION & ROLE OF COMMUNICATION". International Journal of English Learning & Teaching Skills 3, nr 4 (1.07.2021): 2603–28. http://dx.doi.org/10.15864/ijelts.3412.

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Online education requires an instructional design approach for leading the educational transformation. This is characterized by advanced flexibility, learner autonomy and extensive use of digital technologies to enhance learning outcomes. The main feature of such methodology is the physical distance between teaching staff, peers and educational institutions. Various technological tools are used to bridge this distance and improve communication and interaction. This study attempts to review the literature in the field, with the aim of highlighting strategies for enhancing communication and interaction in online learning environments. The study explores the multi-dimensional aspects of communication in online learning environments and the differing forms of interaction involved in this process.

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Lee, Woon Jee, i Fengfeng Ke. "The Design of Authentic Inquiry for Online Knowledge-Constructive Interaction and Self-Regulated Learning Processes". International Journal of Online Pedagogy and Course Design 3, nr 2 (kwiecień 2013): 25–39. http://dx.doi.org/10.4018/ijopcd.2013040102.

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This study examined students’ self-regulated learning processes and satisfaction within an authentic, inquiry-based learning module in a graduate-level online course. In this design-based case study, a WebQuest-based, authentic learning module was developed to support self-regulated, collaborative discussions, and implemented with 22 graduate students at a large southeastern university in US. Online discussion transcripts were coded via the Online Learning Interaction Model, and learning satisfaction data were collected via an online survey. As a result, students’ social and knowledge-constructive interactions were closely associated with self-regulated processes. During group and class discussions, students were involved in planning and coordination interactions as well as those for reflection and self-evaluation. Students were generally satisfied with the design elements implemented in the authentic activities. The study findings provide insights on the design of the authentic and inquiry learning that supports both social and individual aspects of self-regulation processes.

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Tai, Yaming, Yu-Liang Ting i Teng-Hui Tseng. "A Proposed Cohesive Use of Online Discussion Board from the Aspects of Instructional and Social Interactions in Engineering Education". International Journal of Online Pedagogy and Course Design 8, nr 3 (lipiec 2018): 33–44. http://dx.doi.org/10.4018/ijopcd.2018070103.

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This article uses instructional and social interactions in the current era of networked learning as a conceptual metaphor to guide the design of engineering learning practice. Because of students' digital literacy and their customary means of acquiring information and peer-to-peer interaction, researchers have also explored the potentials of implementing social networks for student learning. This article values these two trends and explores how both mechanisms can be implemented in an engineering course. The topics delivered to students should be based on the needs of daily life. In addition, students in online discussion board-related learning are introduced to discussing their works. A learning activity design is proposed with the aim of providing a richer understanding of the interactional relationship between instructional and social interactions regarding the use of online discussion boards. The main findings reveal the importance of re-designing the online discussion board to bridge students' study between in-class and out-of-class discussion.

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Rosadi, Nicky. "Problematika Pembelajaran Online di Masa Pandemi Covid-19". Duconomics Sci-meet (Education & Economics Science Meet) 1 (1.07.2021): 8–14. http://dx.doi.org/10.37010/duconomics.v1.5300.

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This study aims to analyze the problems of online learning during the Covid-19 pandemic. The methods used in this research are ex post facto and survey methods. The result is that online learning is not about what applications teachers use to teach their students. Teachers should not be busy debating which platform is better than another. However, teachers should realize that the most important thing is to apply teaching principles. Teaching is a process of making someone who doesn't know knows. The interaction between teachers and students is the key to conveying information. This information delivery room must be appropriate and easily accessible so that meetings between teachers and students can occur and give birth to neat and good interactions. In other words, a virtual study room must be highly accessible. In addition, the delivery of this interaction also needs to be arranged in such a way that students do not feel forced or forced to "eat" information from their teachers. Study time management needs to be applied in the implementation of online learning during this covid-19 pandemic. Based on the research conducted, it is known that interaction, accessibility, and time management really need to be considered in the application of online learning during the Covid-19 pandemic.

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Buldan, Ece. "Situated Learning in Online Architectural Studio Education". Journal of Design Studio, nr 1 (20.07.2021): 59–70. http://dx.doi.org/10.46474/jds.930642.

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The pandemic causes acceleration in the development of online education. Relatedly, instructors have started to transform already applied methods in studio education and have produced new teaching methodologies in remote education. Since the communication channel in the new system is exposed to a change that creates that open an area for the search of situated learning in terms of interaction among students and between students and instructors that is strongly associated with Vygotsky’s theory of the zone of proximal development in which social interactions is emphasized in learning. In this paper, the components of situated learning will be reading through an online design studio in architectural education. The changing concept of studio culture will be inquired from the issues of the learning environment and situations executed after the shift from physical to digital encountering. Moving of design studio into the online environment brings particular changes to the two aspects of the studio culture, which are studio as a method and studio as an environment. In this respect, an online design studio will be examined as a contextual framework with the theory of situated learning.

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