The Video Conferencing Learning Environment in Distance Education: A Study of the Interaction Pattern
The Video Conferencing Learning Environment in Distance Education: A Study of the Interaction Pattern
复制标题
远程教育中的视频会议学习环境：交互模式研究
DOI：
10.1109/icalt.2006.321
复制
发表时间：
2006
期刊：
影响因子：
--
通讯作者：
H. Atan
中科院分区：
文献类型：
--
作者：
O. Majid;Zuraidah A. Rahman;N. A. Ghani;S. K. Guan;Rozhan Idrus;H. Atan
本文报告了一项研究，旨在阐明视频会议学习环境（VCLE）中作为远程学习课程交付机制的互动模式。本研究包括转录在VCLE中进行的三门本科物理课程的授课记录。本研究使用的互动模型基于Oliver & McLoughlin（1997）的互动模型，该模型由五个互动维度组成，即社会维度、程序维度、说说性维度、解释维度和认知维度，跨越教师、学生和整个班级之间的对话交流五种组合。结果表明，师生在说明文、解释性和认知互动维度上的双向交流频率较高。这些研究结果在知识建构质量和学生对课程内容的高水平理解方面的意义进行了讨论和阐述
This article reports on the study undertaken to elucidate the pattern of interactions in the video conferencing learning environment (VCLE) used as a course delivery mechanism in distance learning. The study involved transcribing the recorded course delivery sessions conducted in the VCLE for three undergraduate physics courses. The model of interaction used in this study was based on the Oliver & McLoughlin (1997) interaction model consisting of five interactive dimensions, namely, the social, procedural, expository, explanatory and cognitive dimensions across five combinations of dialogue exchanges between teachers, students and the class as a whole. The results revealed that there were high frequencies of two-way exchanges between teachers and students in the expository, explanatory and cognitive interactive dimensions. The implication of these findings in terms of the quality of knowledge construction and high level student understanding of the course contents were discussed and elaborated