Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice

Autor/inn/en	Abrami, Philip C.; Bernard, Robert M.; Bures, Eva M.; Borokhovski, Eugene; Tamim, Rana M.
Titel	Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice
Quelle	In: Journal of Computing in Higher Education, 23 (2011) 2-3, S.82-103 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-011-9043-x
Schlagwörter	Foreign Countries; Evidence; Instructional Design; Distance Education; Instructional Improvement; Course Content; Interaction; Educational Theories; Research Methodology; Learning Theories; Cooperative Learning; Student Motivation; Computer Software; Electronic Learning; Online Courses; Multimedia Instruction; Web Based Instruction; Canada + Suchen Sie Ihr Suchwort? Ausland; Evidenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Distance study; Distance learning; Fernunterricht; Unterrichtsqualität; Kursprogramm; Interaktion; Educational theory; Theory of education; Bildungstheorie; Research method; Forschungsmethode; Learning theory; Lerntheorie; Kooperatives Lernen; Schulische Motivation; Online course; Online-Kurs; Multimediales Lernen; Web Based Training; Kanada
Abstract	In a recent meta-analysis of distance and online learning, Bernard et al. (2009) quantitatively verified the importance of three types of interaction: among students, between the instructor and students, and between students and course content. In this paper we explore these findings further, discuss methodological issues in research and suggest how these results may foster instructional improvement. We highlight several evidence-based approaches that may be useful in the next generation of distance and online learning. These include principles and applications stemming from the theories of self-regulation and multimedia learning, research-based motivational principles and collaborative learning principles. We also discuss the pedagogical challenges inherent in distance and online learning that need to be considered in instructional design and software development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10