Abstract
The goal of instruction is to improve learning by enhanced quantity and quality of interactions between learners, instructors, and content. Several scholars have criticized the use of self-report approaches that collect perceptions of interaction quantity and quality as a measure of instruction and learning quality. To address this, an observational checklist was created based on the concept of Moore’s three types of interaction to collect learner interaction data during active instruction. The validation process included a review of existing literature, item development, and content validation. A high Content Validity Ratio of .91 indicated agreement among semi-experts and experts on the relevance and validity of the items included in the instrument.
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