E-learning Interaction Research Articles

Didactic interaction in e-learning: new styles for new environments

The processes of learning have become more complex due to the rise of new technologies, especially the internet. The possibilities of open and flexible collaborative learning have awakened the interest of teachers and researchers in investigating and understanding the conditions and features that the new learning methods can contribute. If as teachers we can be pleased about the possibilities of a pedagogic change that e-learning can bring about, as researchers we must not stop questioning ourselves about the quality of these processes of education and learning. This paper presents the results of a research in which we analyse the processes of asynchronous communication in the forums of e-learning. We have developed a system of categories that allows the analysis of the didactic interaction. We present this system, as well as the analysis of the data that we have obtained. We show the importance of attending to the elements of social communication, cognitive and didactics so that the learning in virtual environments will be developed in a more effective way.

The collective dialogue in the virtual classroom

In this article, we analyse the dialogue model to facilitate knowledge sharing. Our finding shows that the speech act on the e-learning platform is more simplified than, but not against, the speech act theory. Also, through the investigation of the dialogue model, the e-learning sharing mechanism is much more understandable. Lastly, the system functions provided by the e-learning platform goes beyond the limit of language. They are closer to the effect of language on the e-learning interaction. The effect of the non-language behaviour can be an important assistance to online dialogue. Our findings offer constructive suggestions for the improvement of the e-learning system.

The impact of learning styles on interactivity in asynchronous e-learning

Performance ImprovementVolume 45, Issue 10 p. 21-26 Research Article The impact of learning styles on interactivity in asynchronous e-learning Katica Roy, Katica Roy Katica Roy: is a learning and development representative III at Kaiser Permanente Colorado, where she designs, develops, and manages product training for 5,000 employees. She has worked in the field of training since 1998 as an instructional designer, project manager, and trainer. Her specialty is linking training to business strategy through effective needs analysis and creating instructionally sound learning interventions that can be properly evaluated. Katica has presented at conferences on a number of topics; her presentation titles include “Maintaining the Human Touch in Online Learning,” “Social Strategies for Engaging Online Learners,” and “Multimedia Tool Demos.” And she coauthored “Simulation: An Interactive eLearning Trend,” published in the ISPIFront Range Chapter's January 2004 newsletter. In 2004, Katica was a judge for the Brandon Hall Excellence in Learning Awards, Outstanding Learning Programs and Initiatives category. She is also a member of the eLearning Guild and a member of PMI, ASTD, and ISPI and a member and past board member of the ISPI-Front Range Chapter. She holds a master's degree in Instructional Design and Adult Learning from the University of Colorado at Denver and is a certified performance technologist. She may be reached at katica.roy@kp.org.Search for more papers by this author Katica Roy, Katica Roy Katica Roy: is a learning and development representative III at Kaiser Permanente Colorado, where she designs, develops, and manages product training for 5,000 employees. She has worked in the field of training since 1998 as an instructional designer, project manager, and trainer. Her specialty is linking training to business strategy through effective needs analysis and creating instructionally sound learning interventions that can be properly evaluated. Katica has presented at conferences on a number of topics; her presentation titles include “Maintaining the Human Touch in Online Learning,” “Social Strategies for Engaging Online Learners,” and “Multimedia Tool Demos.” And she coauthored “Simulation: An Interactive eLearning Trend,” published in the ISPIFront Range Chapter's January 2004 newsletter. In 2004, Katica was a judge for the Brandon Hall Excellence in Learning Awards, Outstanding Learning Programs and Initiatives category. She is also a member of the eLearning Guild and a member of PMI, ASTD, and ISPI and a member and past board member of the ISPI-Front Range Chapter. She holds a master's degree in Instructional Design and Adult Learning from the University of Colorado at Denver and is a certified performance technologist. She may be reached at katica.roy@kp.org.Search for more papers by this author First published: 01 November 2006 https://doi.org/10.1002/pfi.4930451026Citations: 10 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume45, Issue10November/December 2006Pages 21-26 RelatedInformation

From conditioning to learning communities: Implications of fifty years of research in e-learning interaction design

From conditioning to learning communities: Implications of fifty years of research in e-learning interaction design

Designing E‐learning Interactions in the 21st Century: revisiting and rethinking the role of theory

In this article, I shall consider research and development in e-learning in terms of learning processes and interactions that are stimulated, supported and favoured by innovative educational technologies. I examine relationships between learning theory and interaction design by reviewing and critiquing a relevant selection of work that has been undertaken in the last 50 years. Implicit in this review is the development of an argument that emphasises the role of collaborative dialogue and discourse in the learning process, with particular reference to Vygotsky’s theory of the development of higher mental processes. In evaluating the roles that computers can play in supporting effective educational interaction, the importance of dialogue models and dialogue games is proposed; and the implications which these paradigms hold for how we actually conceive of design are articulated. E-learning: half a century of design The notion that ‘electronic learning’ is a recent initiative is a popular misconception. Arguably, electronic learning (hereafter e-learning) started in the 1950s. We should be mindful of this and initiatives since then when we consider the current feverish interest and activity in exploiting maturing Internet technologies, particularly in the context of open and distance learning (ODL) and to design virtual learning environments (VLEs), on-line courses, virtual universities and the like. Are these initiatives properly exploiting the highly interactive, communicative and participative possibilities provided by contemporary technologies? Or are we simply replicating or augmenting ‘conventional’ approaches to teaching and learning, locally or at a distance, in ways that downplay the opportunity to re-evaluate ‘what it actually takes to learn’ and thus ignoring ways of developing more innovative and improved pedagogical practices. I suggest that we should step back from the more practical and institutional concerns for a moment and focus on more fundamental issues concerning the learning processes and interactions that are, or can be, supported by innovative educational technologies. This focus is relevant to all levels of education. I argue