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Full-Text Articles in Education
Interaction, Student Satisfaction, And Teacher Time Investment In Online High School Courses, Chad A. Turley
Interaction, Student Satisfaction, And Teacher Time Investment In Online High School Courses, Chad A. Turley
Theses and Dissertations
This case study explores what differences exist between two online course models by investigating the results of a student end-of-course evaluation survey and teacher communication logs in two online high school courses. The two course models were designed with different types and levels of interaction, one with high levels of student content interaction, the second with high levels of student-content and student-teacher interaction. The majority of research on interaction in online learning has been conducted with adult learners at the university level. There is far less literature focusing on K-12 online learning while investigating interaction, student satisfaction, and teacher time …
The Dynamics Of Social Media Interaction In A Free-Choice Religious Education Experience, Scott C. Woodward
The Dynamics Of Social Media Interaction In A Free-Choice Religious Education Experience, Scott C. Woodward
Theses and Dissertations
This Grounded Theory study explores how the use of social media influenced the dynamics of interaction in a free-choice religious education experience between a world religious leader and young adult learners. Results indicate that social media (a) enhanced proxy group interaction due to the increased visibility of leader-learner interactions to the entire group and the ability of learners to comment on, like, mention other learners, and share leader-learner interactions; (b) enabled active non-verbal interaction which allowed for social curation, peer validation, community reaction, and the non-verbal pushing of posts into the social media streams of those not participating in the …
Types, Subjects, And Purposes Of K-12 Online Learning Interaction, Jered A. Borup
Types, Subjects, And Purposes Of K-12 Online Learning Interaction, Jered A. Borup
Theses and Dissertations
Although K-12 online learning has experienced exceptional growth, research in the area has lagged behind. This dissertation addressed this gap in the literature using a multiple article dissertation format. The first article used survey data from two online English courses at the Open High School of Utah (OHSU) to examine students' reported interactions with content, peers, and instructors. The large majority of students viewed all investigated types of interaction as educational and motivational. Students perceived learner--instructor and learner--content interactions to have significantly higher educational value than learner--learner interactions, and viewed learner--instructor interaction to be significantly more motivational than learner--content interaction. …
Strictly Business: Teacher Perceptions Of Interaction In Virtual Schooling, Charles R. Graham, Abigail Hawkins, Michael K. Barbour
Strictly Business: Teacher Perceptions Of Interaction In Virtual Schooling, Charles R. Graham, Abigail Hawkins, Michael K. Barbour
Faculty Publications
This study explored the nature of teacher-student interaction from the perspective of eight virtual school teachers in an asynchronous, self-paced, statewide, supplemental virtual high school. Using intensity sampling, eight teachers who varied across discipline, grade level, and course completion rates were student-initiated and instructional in nature. The main procedural interactions focused on notifications sent to inactive students. Social interactions were minimal and viewed as having little pedagogical value. Institutional barriers such as class size and an absence of effective tracking mechanisms limited the amount and types of interaction teachers engaged in. Study implications and future research are discussed.
On-Demand Tutoring In Distance Education: Intrinsically-Motivated, Scalable Interpersonal Interaction To Improve Achievement, Completion, And Satisfaction, Peter B. Williams
On-Demand Tutoring In Distance Education: Intrinsically-Motivated, Scalable Interpersonal Interaction To Improve Achievement, Completion, And Satisfaction, Peter B. Williams
Theses and Dissertations
The purpose of the study was to test an intrinsically-motivated interaction approach, designed to increase distance education support, for both content and motivation, in a cost-effective manner. The literature summarized shows that distance education students desire content and motivational support beyond course materials and are limited in their success without it. Further, while researchers explore increased interaction as a solution, professors usually do not have time for it and attempts to provide it are often restricted by institutions' limited resources. Very little has been published on the effects of distance education tutors and the need for more research in this …