An Integrated Analysis of Verbal and Nonverbal Interaction in Conventional and Distance Learning Environments

Abstract

As increasing numbers of educational institutions implement distance learning (DL) programs, educators need to know how teaching and learning processes change when teachers and learners are no longer in the same place at the same time. Understanding the theoretical and practical implications of these changes can help teachers to compensate learners for the limitations that often characterize a DL environment. In this article, we describe how we used content analysis to identify how university lecturers' verbal and nonverbal dialogue patterns changed when they taught in both conventional and DL environments. Data, indicating significant cross-context changes in teacher-student interaction patterns, validate Moore's (1972, 1993) transactional distance theory. This theory predicts that the increased psychological and communicative space, which needs to be crossed in a DL environment, has a potentially negative effect on teaching and learning. Empirical evidence of changes in specific categories of interaction also expands the conceptualization of the dialogue variable in Moore's theory. The focus of this article on verbal dialogue and nonverbal interactions was intended to clarify possible causes and effects of increased transactional distance in a DL environment. Our integrated analysis of verbal and nonverbal interactions was intended to identify types of compensatory strategies adopted by teachers in an attempt to reduce transactional distance. Teachers could use these results to manage the dialogue variable more effectively in both DL and conventional learning environments.

The Impact of Interactive Environment and Metacognitive Support on Academic Achievement and Transactional Distance in Online Learning

“…In addition to the impact of interaction type in reducing TD perception and increasing academic success, another factor whose impact is wondered in online learning is the instructional approach teacher will follow in the teaching process. Studies have shown that self-regulation skills play an important role in completing distance education lessons successfully, and there should be precautions to be taken to improve these (Kearsley & Lynch, 1996; Offir, Lev, Lev, Barth, & Shteinbek, 2004). According to Moore and Kearsley (2011), the students who are generally successful in online programs are the ones who manage and check their own learning process, and who have improved self-regulation skills.…”

Instructor Interaction and Immediacy Behaviors in a Multipoint Distance Educational Environment: Using Technology to Improve Low-Incidence Teacher Preparation

“…The content of that interaction also has received some focus in the literature, which finds that instructor interactions tend to be more procedural and at a lesser cognitive level with remote students. Conversely, interaction with local students is not only more social but also exists at a deeper cognitive level (Freitas, Myers, & Avtgis, 1998;Offir et al, 2004).…”

“…Of the current distance education technologies, videoconferencing most closely approximates the face-to-face instructional experience because students and teachers can see and hear each other in real time. It is, therefore, regarded as the most interactive of these technologies (Offir, Lev, Lev, Barth, & Shteinbok, 2004). But, as McDavid (2003) points out, interaction in distance education is complicated.…”

Distance Communication of the Lecturer and Students in the Higher Education

“…Nowadays the problems of distant (open) education are widely discussed. The following advantages of the information and distant technologies use in the educational process have been identified in the works of the researchers (Ahayan, year;Hen, 1996;Ibragimov 2005;Mioduser, Nachmias, Lahov, & Oren, 1999;Nachmias & Segev, 2003;Offir, Lev, Barth, & Shteinbok, 2004):…”