The videoconferencing learning environment: Technology, interaction and learning intersect
The videoconferencing learning environment: Technology, interaction and learning intersect
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视频会议学习环境：技术、交互和学习的交叉
DOI：
10.1111/j.1467-8535.2007.00736.x
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
K. Tan
中科院分区：
文献类型：
--
作者：
S. K. Guan;O. Majid;N. A. Ghani;H. Atan;Rozhan Idrus;Zuraidah A. Rahman;K. Tan
本文是一项关于远程学习者在视频会议学习环境（VCLE）中的数学和物理课程的互动模式的研究。互动模式进行了分析，在六个随机选择的视频会议在一个学年。研究结果表明，图形显示模式比视频显示模式有更多的交互。图形显示模式，其中涉及教师，学生和课程材料的同时互动，显示在VCLE更大的学生参与。在远程学习中的三个组件的互动的重点不同于以往的研究，其中着眼于不同类型的两个组件的互动。在学习的建构中，讨论了交际互动的类型，特别是在图形显示模式中占主导地位的解释和认知类型。教师发起的互动次数较多，也可能意味着教师在创建和维持一个专注于探索和开发内容的探究社区以及就概念、想法或解决方案提供反馈方面发挥着至关重要的作用。
This paper is a study on the interaction patterns of distance learners enrolled in the Mathematics and Physics programmes of Universiti Sains Malaysia in the videoconferencing learning environment (VCLE). Interaction patterns are analysed in six randomly chosen videoconferencing sessions within one academic year. The findings show there are more interactions in the graphics display mode than the video display mode. The graphics display mode, which involves the simultaneous interaction of the teacher, students and course materials, shows greater student engagement in the VCLE. The focus on a three-component interaction in distance learning differs from previous studies which looked at distinct types of two-component interactions. The types of communicative interaction, in particular the explanatory and cognitive types which are dominant in the graphics display mode, are discussed within the construct of learning. The higher number of teacher-initiated interactions may also imply that the teacher plays a crucial role in creating and maintaining a community of inquiry focused on exploring and developing content as well as giving feedback on concepts, ideas or solutions.