Interaction In Distance Learning Research Articles

Proactive personality, interaction, and teaching strategy alignment: A conceptual-level analysis of interaction in distance learning

Proactive personality, interaction, and teaching strategy alignment: A conceptual-level analysis of interaction in distance learning

Perceptions of Hail University students of the interaction degree in distance learning based on virtual classrooms

The distance learning experience is a new experience at the University of Hail. This study explores students' perceptions of Hail University of the degree of interaction in distance learning based on virtual classrooms of six types of interactions (learner interaction with instructor, learner interaction with content, learner interaction with learners, learner interaction with the technological system, learner interaction with the graphical interface and learner interaction with the staff of the university units and administration. The study is done using the quantitative survey, where the study was conducted on 676 students of all levels and specializations during the academic year 2020/2021. The results of the study indicate that the degree of evaluation that made by male and female students from all levels and disciplines in connection with interactions is high. There was a difference in responses based on gender.

The Effectiveness of Teacher’s Presentation Skills in Communication Through Television Classes in Bangladesh

The Covid-19 pandemic caused significant disruptions, especially in education, affecting 90% of the world’s students. In Bangladesh, where many children lack internet access, the government introduced nationwide Television Classes to ensure continued education. While TV is more accessible, the one-way communication strategy poses significant challenges to student engagement, underscoring the urgency of the issue. Effective presentation skills of teachers became crucial to making these classes interactive and comprehensible. In Bangladesh, achieving educational equality through inclusive education requires unique and engaging TV lessons. However, remote learning has drawbacks, such as hindering regular practice and long-term adverse effects when students return to school. To mitigate this, teachers must innovate and update their roles to maintain students’ connection to learning. Television Classes aimed to bridge the gap between teachers and students during the pandemic, proving a valuable tool for reaching marginalized learners. The effectiveness of these classes depends heavily on teachers’ presentation skills. This study examined how well teachers communicated with students through TV Classes, using a mixed-method approach of qualitative and quantitative analyses. The research explored the imperfections in teachers’ communication skills and highlighted the importance of effective presentation. The literature review and theoretical discussions provided insights from academic staff, administrators, and managers on the necessity of practical presentation skills, emphasizing the crucial role of the audience. The study concluded that enhancing these skills is vital for teacher-student interaction in distance learning. By improving presentation skills, education practitioners can better fulfill their teaching roles, manage their responsibilities, and exhibit strong leadership, ensuring quality education through Television Classes during and beyond the pandemic.

ФОРМУВАННЯ ПРОФЕСІЙНИХ КОМПЕТЕНТНОСТЕЙ МАЙБУТНІХ ФАХІВЦІВ АВТОТРАНСПОРТНОГО ПРОФІЛЮ З ВИКОРИСТАННЯМ ТЕХНОЛОГІЙ ДИСТАНЦІЙНОЇ НАВЧАЛЬНОЇ ВЗАЄМОДІЇ

The article emphasizes the need to update the content of professional training of specialists for the transport industry in connection with radical changes in the Ukrainian economy and the revision of educational and professional standards. The aims of the article are to determine the content and essence of professional competences of future motor vehicle profile specialists, as well as the principles and approaches that contribute to its formation in the conditions of distance learning interaction. In order to reveal the main directions of the formation of professional competences of future motor vehicle profile specialists, a set of methods has been used, including analysis, generalization and modelling of the content of professional competencies, study and research of advanced pedagogical experience in the application of technologies of distance learning interaction. It has been found that the professional competence of future motor vehicle profile specialists is an integrative dynamic personality characteristic based on a set of special knowledge, practical skills, skills in the field of transport and information technologies, their personal qualities, which ensures their performance of professional responsibilities at a productive level. The content of professional competence is an invariant set of essential professional competences related to the realisation of management functions in motor vehicle enterprises and the performance of typical professional tasks to operate, repair, and maintain vehicles. It has been established that the professional competence of a specialist in the motor transport industry is a multidimensional phenomenon which can be characterized by scientific research, organizational management, project design, production technology, and service-operational competence. Professional competence provides the specialist with the realization of motivational and promotional, gnostic, practical and operational, communicative, control and evaluation functions in professional activity. The analysis of modern distance learning tools showed their significant potential in updating the content, forms and methods of organizing the students’ professional training for the motor vehicle area of expertise. It has been revealed that the formation of professional competence of appointed specialists in the conditions of distance and mixed learning can be carried out in such forms of educational activity as academic, quasi-professional, educational-professional and extracurricular independent studies. The possibilities of electronic educational complexes, online lectures and frontal laboratory and practical classes, virtual and with augmented reality simulators, study SMART systems, electronic communicators, learning content management systems, open electronic educational resources, and MOOC in the formation of components of students’ professional competence have been described. It has been substantiated that the construction of distance learning interaction based on the principles of systematicity, interdisciplinarity, professional focus, interactivity, keeping a record of the regional characteristics, and gamification, as well as application of the regulations of competency-based, activity-oriented and personal-focused approaches will contribute to the training of future highly qualified motor vehicle profile specialists.

Parent-Child Interaction in Distance Learning During the Corona Virus Disease 2019 (Covid-19) Pandemic

The Distance Learning Policy (PJJ) during the pandemic prevented children from going to school. They ought to learn from home with the sophistication of Information Communication Technology (ICT). The existence of social restrictions during the pandemic reduces children's social interactions with teachers. Thus, the role of parents while at home is important to achieve the success of Distance Learning in early childhood during the pandemic. The purpose of this study is to describe and explore how parent-child interactions use ICT through PJJ during the Covid-19 pandemic. The research method used is qualitative with a phenomenological approach. The informants consisted of 3 parents and 3 Pre-school and Kindergarten students who underwent PJJ during the Covid-19 pandemic. The results of the study show that firstly, the majority of mothers engage in social interactions more frequently during PJJ with their children, because they are more active at home. Second, the role of parental communication is important in PJJ assistance. Parents control when their children use gadgets. Third, the existence of PJJ does not make children want to always access gadgets, because parent-child interaction in screen time has been built before the pandemic.

Challenges on Distance Learning Interaction among Accounting Students at State-Run College in an Island Province in the Philippines

Distance learning became more evident during the covid-19 pandemic. It became mandatory in different parts of the world just to continue the educational system despite the insufficiency of resources. This paper aimed to determine the challenges encountered by accounting students towards distance learning and their distance-learning interaction. The researchers used descriptive-correlational research. The data was gathered from 100 accounting students in a state-run college in an island province using a structured survey questionnaire and a simple random sampling technique. The study found that accounting students encountered a large extent of challenges in infrastructural limitations and state of mind while learner-learner interaction scored the highest among the types of distance learning interactions. The study also found that challenges encountered were in terms of disturbance in execution, the gap between people, and technological inhibitions having a significant and positive correlation with learner-content interaction. A negative correlation between challenges encountered in terms of the state of mind and learning-instructor interaction was also observed. The findings of the study can be used in enhancing the learning experience of the students and improvement of the learning management of the institution when implementing distance learning education.

Sustainable Distance Online Educational Process for Dental Students during COVID-19 Pandemic.

In this study, we evaluated the perception of distance online learning in undergraduate dental students in two different European countries during the second lockdown of the COVID-19 pandemic to explore sustainable undergraduate educational and examination e-learning forms. Dental students from Dental school of Athens, National and Kapodistrian university of Athens (N1_3rd preclinical year = 131, N2_4th clinical year = 119) and Dental school of Copenhagen (3rd preclinical year N3 = 85) completed the mixed-designed Dental e-Learning process Questionnaire (DeLQ) distributed in a google form. Responses to closed-ended questions were collected on a five-point Likert scale. Descriptive statistics were applied, and non-parametric Kruskal–Wallis tests were used to examine student groups. N1 (90% strongly agree) students reported that “e-learning is a suitable education method for theory in dentistry” at a significant level and more often than N2 (43% strongly disagree). N1 and N2 students strongly agreed that they preferred face-to-face teaching rather than distance e-learning. A relatively low number of N1 (31%) students believed that e-learning prepares them sufficiently for their practical training while none of the (0%) N2 cohort agreed. A low percentage of students in both years (N1 = 31%, N2 = 23%) believed that e-learning prepared them for their exams. Additionally, N1 = 60% and N2 = 66% preferred hybrid learning. Only 26% (N1) and 19.5% (N2) desired e-learning to continue after the COVID-19 pandemic. Nearly half of the participants believed the online exam model to be unreliable (N1 = 49%, N2 = 43%). Overall, students considered distance e-learning as an educational method applicable only to theoretical lessons. However, the lack of physical communication and interaction in distance learning led students to prefer a blended method. Students of the two faculties seemed to agree on many points, but there were also specific differences attributable to the differences in the programs and educational culture of the two countries.

PENGARUH INTERNET DALAM PELAKSANAAN E-PEMBELAJARAN KE ATAS PEMBINAAN SAHSIAH MURID

Online learning or e-learning is one of the teaching and learning methods that use internet to access learning materials and interact with the content, educators, and other students. It also aims to gain knowledge and support during the teaching and learning process. This definition emphasizes on the use of internet and interaction in distance learning or e-learning. Analysis of previous studies has shown that the influence of internet on the personality growth of teenagers today is particularly worrying as, they spend so much time browsing the internet on learning purposes. The changes taking place in teaching and learning methods that extensively use the internet to connect, interact and share learning materials today due to the Covid-19 pandemic should be treated in a positive angle although it also has negative impact on the student’s character building. Therefore, this study uses conceptual methods aimed at discussing the influence of internet use in the implementation of e-learning. Several issues such as the impact of excessive internet usage on pupils and lack of control and monitoring from teachers and parents were also discussed. Hence, this study can provide several suggestions on how to overcome internet abuse during the implementation of e-learning especially among primary level students. It is hoped that in the future more studies will focus on the implementation of e-learning using a larger sample of teachers at the primary school level.

The influence of playing digital game in distance learning towards students’ speaking skill

The lack of class interaction in distance learning makes students can not practice their speaking skill. In another case, the use of digital game have been familiar among students. This situation forces teacher to serve students with creative teaching-learning in the class. Novelty is on the specific game which was used in this research. The researcher experimented to apply digital games namely “Among Us” then investigated the impact on students’ speaking skill. This research aimed to answer the question, how were digital games become an alternative medium to learn English in the distance learning situation? Inherently, this research was a pre-experimental research method with a design of one shoot case study. The main data source in this research was based on students' assessments scores and students’ questionnaire scores then supported by other questionnaires and semi-structured interviews. The averages scores indicate that students were good in speaking skills overall, it could be known by the detailed results of the assessments that were pre-activity 2.64, during-activity 2.50, and post-activity 2.22. Moreover, the results of regression analysis indicated digital games influenced students' achievement and students' motivation. It can be known by the significance of Annova tables results that students’ achievement 0.022 < 0.05 and students motivation 0.000 < 0.05. The Researcher concluded that students were comfortable and more confident to learn and practice their speaking skill during playing the digital game. Finally, through giving correct treatment, digital game activity was possible to be an alternative way to learn English especially to practice speaking skill.

Teacher-Student Interaction in Distance Learning in Emergency Situations

Aim/Purpose: The goal of this study was to examine which of the types of teacher-student interactions found in previous studies by Kang (2009) and Kang and Im (2013) during distance learning in routine situations, were also found in times of emergency, specifically during the COVID-19 pandemic, and whether these interactions differed between students with regard to the extent and nature of each type of interaction. Background: Teacher-student interactions during learning in general and particularly in distance learning has an impact on students’ satisfaction, motivation, and ability to contend with learning assignments. As learning in times of emergency poses additional, unique challenges, teacher-student interactions may be affected as well. Methodology: The participants in the study were 591 undergraduate students from different departments in a teaching college, who answered an opinion survey after completing a semester of distance learning due to the COVID-19 pandemic. Qualitative textual content analysis was performed on students’ answers to open-ended questions about the nature of their interaction with their teachers. The students’ answers were divided and analyzed according to the answers they gave on a separate questionnaire on self-regulation in learning. Contribution: The findings of this study can offer a theoretical contribution to understanding the different types of teacher-student interactions in distance learning in emergency situations, their frequency, and how they are connected to students’ self-regulation. From the practical perspective, the study highlights the importance of this interaction, especially in times of emergency, and offers practical insights for teachers in academia and in general. Findings: The study’s findings reflect students’ critical need for interaction with their teachers in emergency distance learning. The students reported different types of interaction with their teachers during the COVID-19 period. The most common form of interaction was instructional communication (Q&A), which mainly took place via email, though students would have preferred WhatsApp. The least common form of interaction was social intimacy. Students with a high level of self-regulation were more likely to report on interaction with the teacher, and to take more responsibility for whether or not interaction occurred. Recommendations for Practitioners: Considering the findings of this study, colleges and universities should invest in training and encouraging teachers to engage in different types of interaction with their students. It is important for teachers to be aware of the need for these types of interaction. Encouraging teacher-student interaction in teachers’ training colleges (where this study was carried out) is also important, as it may affect the teaching methods used by the students when they become teachers in the future and, consequently, influence the entire education system. Recommendation for Researchers: Research of teacher-student interaction in distance learning should take into account the unique characteristics and challenges posed by this type of learn-ing in times of emergency, as found in this study. Additional technological and pedagogic tools should be developed to improve teacher-student interaction so that it meets the students’ expectations during routine and emergency times alike. Impact on Society: Studies have found that teacher-student interaction is one of the greatest contributors to students’ motivation and satisfaction and to their ability to cope with learning assignments. As distance learning has become widespread and inevitable in times of emergency or crisis, which may occur again in the future, improving interaction during distance learning in an emergency is very important. This may improve the learners’ ability to maintain their regular learning routine despite the emergency situation. Future Research: It is recommended to expand the research method and examine the data using in-depth interviews and questionnaires. It is also worth comparing the findings of this study with findings of similar studies among students in colleges and universities other than teachers’ training colleges, graduate students, and students of different ages.

Measuring Students' Interaction in Distance Learning Through the Electronic Platform and its Impact on their Motivation to Learn During Covid-19 Crisis

This study aimed at measuring students' interaction in distance education through the electronic platform among intermediate school students, by identifying the level of students' interaction in distance education and differences between them, as well as its impact on their motivation to learn. To achieve the aim of the study, two scales were designed for this purpose and were applied to a sample consisting of (268) individuals. The results showed that the level of students' interaction through the e-learning platform was at a high level. The results also showed that there was no statistically significant difference between the mean scores of males and females in the scale of students' interaction through the e-learning platform. There was no statistically significant difference between them in their motivation for distance learning via the online platform. There were also no statistically significant differences related to the grade variable in the level of interaction through the electronic platform and in the motivation to learn, while there was a positive statistically significant effect of interaction through the electronic platform on students' motivation to learn.

Instruments of subject-to-subject interaction in blended learning: visual didactic regulators

Research background implies changing the mechanisms of subject-to-subject interaction, control, and feedback when transiting to distance and mixed learning; one of the areas of difficulties that arise during such transition is the search for a way to partially compensate for difficulties using new visual didactic tools. Research goal includes searching for new visual didactic tools based on cognitive visualization of knowledge that support and guide educational cognitive activity, interaction, and feedback in the context of distance and classroom learning. The authors use a method for analyzing the development of visual tools based on the criterion of implementing cognitive principles of knowledge representation; a method for logical and semantic modeling of knowledge using universal educational actions; a method for constructing visual tools based on graphical visualization of logical and semantic modeling of knowledge presented in natural language (the language of study). New visual didactic tools developed by the authors, and implementing illustrative and regulatory functions, are proposed to be called “visual didactic regulators of logical and semantic type” and used for subject-to-subject interaction in distance learning. The basis of such tools is also the logical and semantic models proposed by the authors, whose usefulness has been confirmed by long-term testing in the classroom training; currently, regulators are used in distance learning as an experiment.

ACADEMIC INTERACTION IN DISTANCE LEARNING (ON THE EXAMPLE OF STUDENTS-LINGUISTS)

The article deals with the problem of organizing distance learning academic interaction based on the provisions of a synergistic and personality-oriented approach to the educational interaction of teachers and students as a self-organizing and mutually enriching system. The effectiveness of this interaction is achieved by identifying and substantiating the relevant pedagogical conditions: pedagogical assistance and technical support, implemented in the structural components of the distance learning interaction program. The article describes the models of distance learning interaction and the algorithm of actions of its participants, draws attention to the selection of optimal educational resources: methods, forms and means of distance learning. The article also presents and analyzes the results of a survey of teachers of Udmurt State University and students-linguists studying a foreign language about the problem of distance learning; some facts from personal experience in this direction are presented. In conclusion, methodological recommendations in the organization of distance learning interaction are given.

Types of interaction in distance learning

Types of interaction in distance learning

TURN-TAKING IN CINEMATIC DISCOURSE: LINGUISTIC CHARACTERISTICS AND PRACTICAL IMPLICATIONS FOR ESP TEACHING

The article focuses on the issues of teaching turn-taking for ESP students in blended distance learning courses at B2 level. It lays the rationale for the use of film episodes of business interaction in distance learning highlighting turn-taking as an operational meta-discursive category. In multimodal cinematic discourse, turn-taking is performed by heterogeneous semiotic resources: linguistic, non-linguistic, cinematic codes and underpinned by intersubjectivity. Turn-taking strategies of initiating and responding types are viewed as a system of interactional dialogic communication management which includes discursive means of turn-claiming, attempt-suppressing and turn-yielding where each type is actualised by its own set of tactics and techniques. We claim that ESP learners need to know the main parameters for turn-taking in oral professional communication; such as the participants’ stance, speaker – hearer relations and their intersubjectivity, the transition point in a conversation, discourse situations, and specific semiotic resources. In cooperative discourse situations, turn-claiming and turn-yielding strategies are determined by initiating tactics of statement or interrogation. Unlike this, in conflict situations, turn-taking strategies depend upon initiating tactics of statement, interrogation, order, inducement and predetermine responding tactics. In asynchronous and blended formats of distance learning, the preferable delivery methods for this material include video recordings and digital games which facilitate receiving new information and motivate students to practice new communicative skills.

The videoconferencing learning environment: Technology, interaction and learning intersect

AbstractThis paper is a study on the interaction patterns of distance learners enrolled in the Mathematics and Physics programmes of Universiti Sains Malaysia in the videoconferencing learning environment (VCLE). Interaction patterns are analysed in six randomly chosen videoconferencing sessions within one academic year. The findings show there are more interactions in the graphics display mode than the video display mode. The graphics display mode, which involves the simultaneous interaction of the teacher, students and course materials, shows greater student engagement in the VCLE. The focus on a three‐component interaction in distance learning differs from previous studies which looked at distinct types of two‐component interactions. The types of communicative interaction, in particular the explanatory and cognitive types which are dominant in the graphics display mode, are discussed within the construct of learning. The higher number of teacher‐initiated interactions may also imply that the teacher plays a crucial role in creating and maintaining a community of inquiry focused on exploring and developing content as well as giving feedback on concepts, ideas or solutions.

A comparison of marketing teaching methods in North American and European universities

PurposeTo compare marketing education methods in Europe and North America, and analyse the opinions about effectiveness underpinning educators' choices among available options.Design/methodology/approachE‐mail questionnaires distributed to a sampling frame extracted from the worldwide directory of the Academy of Marketing Science were completed by 93 marketing academics in North America and 42 in Europe: a 26 per cent overall return rate. Data were analysed by χ2, ANOVA and correspondence analysis.FindingsThree teaching‐and‐learning methods are most common in both environments: practical exercises, case studies and lectures. Europeans tend to rely on lectures and other traditional methods, while Americans make more use of technology‐based alternatives. The approach to the subject in Europe favours practical exercises, for their connection to the real world. Practice in North America reflects a cultural predisposition to personalised teaching, by emphasising face‐to‐face small‐group tutorials and one‐to‐one distance learning interaction. Teaching methods popular in the business world are little used across the sample, a somewhat paradoxical finding in a business‐school environment.Research limitations/implicationsThe sample is comparatively small, and the European sub‐sample is not further broken down into cultural sub‐groups. Because the research instrument was adapted from one previous Spanish‐language survey, terminology may have influenced the responses.Practical implicationsThe findings could be a useful input to planning of teaching and learning strategies, particularly in the international and distance‐learning contexts.Originality/valueA rare comparative study of marketing education, suggesting fruitful directions for future research.

Constructing an Aid for Evaluating Teacher-Learner Interaction in Distance Learning

‘Distance education’ has become a major form of learning and teaching worldwide. It has opened a range of exciting new methods for transferring knowledge between teachers and learners who are separated by distance and sometimes by time. ‘Distance education’ differs from ‘traditional education’, where the teacher and learner meet at the same time and in the same place. It has been found that the ‘interaction’ between teachers and learners is an important factor affecting the efficiency of the learning process. Five different kinds of ‘interactions’ during the learning process have been recognized: social, procedural, expository, explanatory and cognitive. It was found that the teacher-learner interaction in distance education is not identical to the teacher-learner interaction that occurs during traditional education. A model for analysing messages in distance education has been constructed. The validity and reliability of our research tool for analysing interactions was developed as an integral part of operating our ‘distance learning system’. This article presents an example of research in online education which is characterized by an exchange of knowledge between researchers and developers during the process of operating a distance education system. Construction d'une aide pour l'évaluation enseignant-enseigné dans l'enseignement à distance (EAD). L'EAD est devenu une forme majeure d'enseignement et d'apprentissage dans le monde entier. Il a ouvert tout un ensemble de nouvelles méthodes excitantes pour transférer les connaissances entre des enseignants et des enseignés qui sont séparés par la distance et parfois par le temps. L'EAD se distingue de l'enseignement traditionnel où enseignants et enseignés se rencontrent au même moment et aux mêmes endroits. On a trouvé que l'“interaction” entre enseignants et enseignés est un facteur important qui affecte l'efficacité des processus d'apprentissage. On a constaté qu'il existe 5 types différents d'interactions dans l'apprentissage : sociale, procédurale, descriptive, explicative, cognitive. On a observé que l'interaction enseignéenseignant n'est pas la même dans l'EAD que dans l'enseignement traditionnel. (Offir et Lev, 1999). Un modèle pour permettre d'analyser des messages dans l'EAD a été construit. La validité et la fiabilité de notre outil de recherche pour analyser les interactions ont été développées comme une partie intégrale du fonctionnement de notre système d'EAD (Offir et Lev, 1999). Cet article présente un exemple de recherche en matière d'enseignement en ligne qui est caractérisé par un échange de connaissances entre les chercheurs et ceux qui développent le processus opératoire d'un système d'EAD.

The Teacher‐Learner Relationship and Classroom Interaction in Distance Learning: A Case Study of the Japanese Language Classes at an American High School

ABSTRACT With a growing demand for Japanese language courses at secondary schools, satellite language programs have become a solution to the shortage of qualified classroom teachers In the disrance learning Japanese classes of the high school where our research was conducted, various aspects of the teacher's role in traditional Foreign language classes were divided and handled by different people. This article examines the role of the facilitator in distance learning classes by analyzing the mechanism of distance teaching and describing students' perceptions of the teacher and their classroom interaction. It argues that the classroom Facilitator's function to mediate betwen the remote teacher and the learner is a key Factor in the successful operation of distance learning language classes.

A HISTORY OF HANDSETS FOR DIRECT MEASUREMENT OF AUDIENCE RESPONSE

For 50 years there has been a specialized type of media research which measures audience reaction to films and other programming on a continuous second-by-second basis through use of electronic handsets. Results are charted during the viewing. Patterns of response constitute an X-ray of the program as experienced by the audience, a record of cognitive processing. Such research data are unique and unavailable using other research methods. This paper traces the history of the development of handsets, from the 1940s to the 1990s, and describes their characteristics. By the 1950s various response scales were being used, principally 3-point, 4-point, and 5-point, as well as different configurations of handset, with push buttons, or dial, or 4-way joy stick. Now in the 1990s there is an extraordinary variety of sophisticated hardware and software available. Hardware developed for continuous response measurement was early adapted by educators for administering classroom tests, and more recently for two-way interaction in Distance Learning. Industry now uses handsets in group meetings for feedback and to facilitate joint decisions. Teleconferencing uses hardware which permits groups assembled in different cities to respond to a presentation made from a central point, and interact with speakers. From its first years, continuous audience response research has remained the tool of a relatively small group of sophisticated users. Most but not all creative people tend to reject use of an electronic device for evaluating their work. Thus, paradoxically, those who can benefit the most have been most reluctant to use it. But as competition for audiences becomes stiffer, demand for research based on handset use appears to be growing.