Interactivity, Distance Education, and Instructional Systems Design Converge on the Information Superhighway

Hirumi, Atsusi; Bermudez, Andrea B.

doi:10.1080/08886504.1996.10782183

Cited by 34 publications

(21 citation statements)

References 10 publications

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“…On the other hand, several studies have found that well-designed courses can be more interactive than others (Hirumi & Bermudez, 1996). Roblyer and Ekhaml (2000) designed a four-dimensional rubric that helps to score the interactivity of distance education based on four criteria: 1) social goals of interaction, 2) instructional goals of interaction, 3) types and uses of technologies, and 4) impact of interactive qualities as reflected in learner response.…”

Section: Interaction In Online Coursesmentioning

confidence: 99%

Examining interactivity in synchronous virtual classrooms

Martin

Parker

Deale

2012

IRRODL

138

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<p>Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the southeastern United States. The students were asked about learner-learner, learner-instructor, learner-content, and learner-interface interactions. During an interview, the instructor was asked about strategies to promote these different forms of interaction. In addition, the academic, social, and technical aspects of interactions were examined in three course archives using Schullo’s (2005) schema. Participants reported that the Wimba interface was easy to use and that various features, such as text chat and the webcam, facilitated interaction among the students and with the instructor in the virtual classroom. The importance of students’ ability to receive immediate feedback and their experience as presenters was highlighted across the various kinds of interaction. The instructor’s teaching style and visual presence were instrumental in engaging students with the content. The results suggest that student interaction, and hence learning, was aided by the live communication that occurred through the virtual classroom. This study has implications for those who are considering adopting virtual classroom technologies for their online or blended teaching.</p>

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Section: Interaction In Online Coursesmentioning

confidence: 99%

Examining interactivity in synchronous virtual classrooms

Martin

Parker

Deale

2012

IRRODL

138

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“…As a 2013 study deduced: "There may be reasonable grounds for probing the extent to which some iPad drill and skill games are too simple and not adapted for education" (Clark and Luckin, 2013). Additionally, these technologies may limit learner interactions and are overreliant on self-instructional text (Hirumi and Bermudez, 1996, Woo and Reeves, 2007, Clark and Luckin, 2013. Furthermore, there is a growing movement of those unconvinced that is healthy to encourage children who are 'digital natives' to continue using technology with such frequency.…”

Section: Concerns For Educational Technologymentioning

confidence: 99%

Educational’ Technology for Young Learners: Finding Pedagogical Value in an Emerging Industry

Cooper¹

2017

Indigenous Norms to the Coming Age of One Asia

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The educational technology industry ('Ed-Tech') has rapidly risen to incredible prominence in classrooms all over the world. At the annual conference of EdTechXEurope, it was predicted that by 2020 the annual market will be around $259 billion. Furthermore, of all of the world's regions, Asia is currently experiencing the fastest growth in investment into the sector (Scott and Loupa, 2016). Navigating this industry will become one of the greatest challenges facing educators in Indonesia. As teachers and schools continue to embrace technology, a growing concern has arisen about the pedagogical validity of this technology and whether extensive research could ever hope to keep up with its development. According to Apple, there are currently more than 80,000 Apps which fall under the umbrella of 'education' but despite a plethora of Apps currently available for young children in the iTunes Store, there has been limited systematic analysis of educational Apps and those designed specifically for young children (Goodwin, 2012). The future is arriving quickly for technological integration and the advent of technology in education has ushered in changes unparalleled in the history of learning. In order for educators to be able to confidently invest into an App, program or device, the garnering of necessary information is a sequence that cannot lightly be omitted. This paper and subsequent presentation will look into some of the incredible teaching possibilities available to teachers, schools and parents across Indonesia using the latest technology to engage young learners. Additionally, the study will illustrate some of the key concerns regarding 'EdTech' and will examine how technology teams within the school alongside discussions with online teaching communities could become integral drivers in guiding the education sector towards effective educational technology.

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Section: Interaction In Online Coursesmentioning

confidence: 99%