Using Interaction Content Analysis Instruments to Assess Distance Learning

Offir, Baruch; Lev, Yossi; Barth, Ingrid

doi:10.1300/j025v18n02_03

Cited by 7 publications

(7 citation statements)

References 6 publications

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“…Burnham and Walden (1997) did not consider grouping interactions by type to be sufficient, asserting that interactions should also be categorized by their subject. Table 1 summarizes the articles that have attempted to classify interactions according to their subject and to the roles that instructors fulfill when interacting with students (Berge 1995;Gilbert and Moore 1998;Hawkins, Barbour, and Graham 2011;Heinemann 2005;Offir et al 2002). All authors identified course content as an important subject of interactions.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Identified interaction subjects Berge (1995) Pedagogical Social Managerial Technical Gilbert and Moore (1998) Instructional Social Hawkins, Barbour, and Graham (2011) Instructional/ Intellectual Social/Supportive Procedural/ Organizational Heinemann (2005) Intellectual Social Organizational Offir et al (2002) Content-related Social Administrative assignment requirements and course timetables. Gilbert and Moore (1998) recognized this similarity and grouped procedural interactions in the category of social interactions; however, all other authors viewed procedural interactions as a separate subject.…”

Section: Articlementioning

confidence: 99%

“…Online learning requires students to be skilled at using the course interface and learning tools (Hillman, Willis, and Gunawardena 1994), and students tend to seek help from the instructor when technological problems arise (Weiner 2003). Berge (1995) grouped these interactions regarding technological issues as their own category, whereas Hawkins, Barbour, and Graham (2011) and Offir et al (2002) grouped them with procedural and administrative interactions. These discrepancies are not surprising, and some interactions likely have overlapping subjects and purposes (Berge 1995).…”

Section: Articlementioning

confidence: 99%

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The Nature of Parental Interactions in an Online Charter School

Borup

Graham

Davies

2013

American Journal of Distance Education

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Section: Literature Reviewmentioning

confidence: 99%

Section: Articlementioning

confidence: 99%

Section: Articlementioning

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The Nature of Parental Interactions in an Online Charter School

Borup

Graham

Davies

2013

American Journal of Distance Education

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“…Some studies show that PPT generates higher score than CBT [11]. This is due to a number of factors, one of which is socio-economic factor [12], [13], [14]. In reality, the use of PPT system is dominant.…”

Section: Introductionmentioning

confidence: 99%

Computer Adaptive Test as The Appropriate Model to Assess Physics Achievement in 21st Century

Istiyono¹

2019

Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018)

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Most paper-based assessment tests require students to answer all of the test items and take much time for feedbacks. Therefore, more practical, efficient, and accurate assessment model needs to be developed. This study aims to describe (1) the superiority of Computer Adaptive Test (CAT) compared to Computer Based Test (CBT) and Paper and Pencil Test (PPT) and (2) the feasibility of CAT to measure achievement in physics. The study was conducted using the following procedures: comparing Item Respond Theory (IRT) with Classical Test Theory (CTT), comparing CAT with CBT and PPT, and conducting surveys to assess CAT performance to measure physics achievement. The result shows that, in case of education in the 21 st century, (1) CAT is more superior to assess students' achievement in physics than CBT and PPT; and (2) CAT is more feasible to measure physics achievement. Therefore, CAT is very appropriate to assess physics learning nowadays.

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“…Until recently, a lack of sufficiently fine-grained content analysis instruments has hampered the empiric investigation of how the teacher-student dialogue changes when teachers switch from a conventional to a DL environment. During the past five years, our research has focused on the development and validation of instruments that enable us to analyze the content of verbal and nonverbal teacher-student interactions in both DL and conventional classroom contexts (Offir, Barth, Lev, & Shteinbok, 2003;Offir & Lev, 2000;Offir, Lev, Lev, & Barth, 2001).…”

Section: Introductionmentioning

confidence: 99%

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

Offir

Lev

Barth

et al. 2004

Journal of Educational Computing Research

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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.

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Using Interaction Content Analysis Instruments to Assess Distance Learning

Cited by 7 publications

References 6 publications

The Nature of Parental Interactions in an Online Charter School

The Nature of Parental Interactions in an Online Charter School

Computer Adaptive Test as The Appropriate Model to Assess Physics Achievement in 21st Century

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

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