期刊
COMPUTERS & EDUCATION
卷 78, 期 -, 页码 414-427出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2014.06.011
关键词
Transactional distance; Online and blended learning; Dialogue; Nonverbal and verbal communication; Computer-mediated communication
资金
- Stony Brook University Department of Technology and Society (DTS)
- Stony Brook University Teaching, Learning + Technology (TLT)
- Stony Brook University School of Professional Development (SPD)
- Stony Brook University Electrical Engineering Program
- Division Of Human Resource Development
- Direct For Education and Human Resources [1311318] Funding Source: National Science Foundation
This study measured how student interactions (as captured by Transactional Distance dialogue (Moore, 1993)) in online and blended learning environments impacted student learning outcomes, as measured by student satisfaction and student grades. Dialogue was measured as student interactions with other students (student-student interaction), the technologies used (student technology interaction), the instructors (student-teacher interaction), and the course contents (student content interaction). In addition, moderating effects of media and modality of interactions and individual differences on student learning outcomes were also measured. Data was obtained from 342 online and blended students between 2010 and 2013. Findings indicate that student content interaction had a larger effect on student learning outcomes than other forms of dialogue. Implications for educational policies that require teacher-presence (student teacher) and student student interactions in distance learning environments are also discussed. (C) 2014 Elsevier Ltd. All rights reserved.
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