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Archive for the ‘Interaction’ Category

Community of Inquiry in Web Conferencing: Relationships between Cognitive Presence and Academic Achievements

In an increasingly digital society, educators are encouraged to use synchronous online technologies. This study attempts to explore the community of inquiry in a web conferencing system through synchronous interactions and focuses on the relationships between cognitive presence and academic achievements. Participants were teacher candidates enrolled in a one-semester synchronous course at an online program […]

Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework

The concept of student engagement has become somewhat of an enigma for educators and researchers, with ongoing discussions about its nature and complexity, and criticism about the depth and breadth of theorising and operationalisation within empirical research. This equally applies to research conducted in the field of educational technology and its application in schools and […]

Swords and sorcery: a structural gamification framework for higher education using role-playing game elements

Students attend the first sessions of your units and then disappear, some of them forever, and some of them have no clue what is going on or they work for other units’ assessments. When it comes to providing them with formative assessment, it is not always well received as it is perceived as extra work. […]

Exploring Professional Discourse Using Data from Online Discussion Forums: Showcase of Three Methods

This report offers an overview of methods investigating educators’ professional discourse. The selected three methods are text-mining focused on content words, text-mining with function words, and social network analysis. The first method allows summarization of text data based on focal points in corpora. The second type of text-mining leverages predetermined categories of words to investigate […]

Communicative Interactions with Teachers in K-12 Online Courses: From the Student Perspective

This study examined student-teacher communication practice in online courses from the student perspective. Through a series of analyses of student end-of-course survey data, it was found that (a) students who are more motivated and engaged in communicative interactions with the teacher are more likely to show course outcomes and satisfaction at a greater degree than […]

Engaging students in a post-email world

Discover how one university found a way to work around too much unread email and engage with students on a personal level eCampus News

“So I Feel Like We Were Just Theoretical, Whereas They Actually Do It”: Navigating Twitter Chats for Teacher Education

In this qualitative study, the authors analyzed the participation of preservice teachers in a discipline specific Twitter chat known as #sschat. Findings indicated that preservice teachers found value in the chat when they shared resources with practicing teachers, had resources shared with them, and built professional networks. However, there were instances when the preservice teachers […]

Creative and Innovative Online Teaching Strategies: Facilitation for Active Participation

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, […]

Personalizing and Extending Deliberation in the Online Classroom: Future Horizons

Research indicates that when instructors interact with students online their academic engagement increases, yet there is little research on student peer interactions and its effectiveness in terms of academic engagement. This study evaluates peer deliberations on a collaborative website for students enrolled in an American politics course at two institutions. Significant evidence reveals that student […]

Teachers’ Perceptions of Teacher-Student Relationship in Distance Education

In this qualitative study (N = 4), we explore teachers’ perceptions of teacher-student relationship in distance education. Participants were teaching in both distance- and traditional classrooms, and we took a within-subject approach in order to highlight the differences in relationship between the two settings, with each participant being interviewed twice, using the Teacher Relationship Interview (TRI) protocol. […]

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