Empirical Research on Learners' Perceptions: Interaction Equivalency Theorem in Blended Learning

Autor/inn/en	Miyazoe, Terumi; Anderson, Terry
Titel	Empirical Research on Learners' Perceptions: Interaction Equivalency Theorem in Blended Learning
Quelle	In: European Journal of Open, Distance and E-Learning, (2010) 1, (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1027-5207
Schlagwörter	Foreign Countries; Interaction; Educational Theories; Course Content; Teacher Student Relationship; Student Surveys; Student Attitudes; Second Language Instruction; English (Second Language); Online Courses; Web Based Instruction; Electronic Learning; Instructional Design; Distance Education; Asynchronous Communication; Blended Learning; Internet; Computer Mediated Communication; Discussion Groups; Japan; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Interaktion; Educational theory; Theory of education; Bildungstheorie; Kursprogramm; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerbefragung; Schülerverhalten; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Online course; Online-Kurs; Web Based Training; Lesson concept; Lessonplan; Unterrichtsentwurf; Distance study; Distance learning; Fernunterricht; Computerkonferenz
Abstract	This paper reports on an empirical research on the Interaction Equivalency Theorem posited by Anderson (2003a), consisting of the three elements of teacher-student-content interaction. Using an author-developed survey, the paper reports the priority order of interaction elements to assure learning quality with two parameters of learning modes and subject orientations. The inventory was tested in four universities with a total of 236 students. The results revealed that student-teacher interaction for face-to-face (F2F) and language-oriented course, and student-content for online and knowledge-oriented course were prioritized in students' perceptions to obtain higher satisfaction. In addition, the experience of increased asynchronous online written interaction with peers in the blended course design produced a change in the students' perceptions towards the necessary interaction elements. The research therefore adds empirical validity of the Theorem. Further research directions regarding the Theorem are also provided. (Contains 7 figures and 1 table.) (As Provided).
Anmerkungen	European Distance and E-Learning Network. Available from: EDEN Secretariat, c/o Budapest University of Technology and Economics, Egry Jozsef u 1, H-1111, Hungary. Tel: +36-1-463-1628; Fax: +36-1-463-1858; e-mail: secretariat@eurodl.org; Web site: http://www.eurodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10