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Learner interactivity in higher education: Comparing face-to-face, hybrid, and online instruction

Learner interactivity in higher education: Comparing face-to-face, hybrid, and online instruction. Brannan, T. A. (2005).Learner interactivity in higher education: Comparing face-to-face, hybrid, and online instruction. Distance Learning,2 (2 ), 1-8. Advisor: Ming-Puu Chen

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Learner interactivity in higher education: Comparing face-to-face, hybrid, and online instruction

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  1. Learner interactivity in higher education: Comparing face-to-face, hybrid, and online instruction Brannan, T. A. (2005).Learner interactivity in higher education: Comparing face-to-face, hybrid, and online instruction. Distance Learning,2(2),1-8. Advisor: Ming-Puu Chen Reporter: Po-hung Chen

  2. Purpose • The purpose of this study was to compare the opinions of students toward the interactions they encounter while taking college courses in face-to-face, hybrid, and completely online environments. • How the interactions were encouraged in four categories; student-instructor interactions, student-student interactions, student-content interactions, and student-technology interactions

  3. Theory • Moore proposed a theory of distance education based on the need to accommodate within the classroom three essential interactions: • learner-content,learner-instructor, and learner-learner • In 1994, Hillman, Willis, and Gunawardena augmented Moore's model with a fourth interaction, learner-interface

  4. learner-content • can be defined as the process of "intellectually interacting with content" to bring about changes in the learner's understanding, perspective, or cognitive structures • learner-instructor examines an instructor's attempt to motivate and stimulate the learner and allows for clarification the learner may need regarding the content of the learning (Moore, 1989).

  5. Learner-learner • between one learner and another or among groups of learners with or without instructor intervention. • learner-interface • A facet of distance education that is increasingly overlooked is the effect of high-technology devices on interaction .

  6. Methodolgy • Students who attended seven courses at Lansing Community College that were offered via all three instructional methods face-to-face, hybrid, and online during the fall semester of 2001. • A survey instrument containing open-ended questions was used to gather information on how the four interactions instructor-student, student-student, content-student, technology-student were encouraged.

  7. Methodolgy • The survey also included a Likert-type item to collect information regarding the students' rating of each of the four interactions. Demographic information regarding age, computer skill, pursuance of a degree/certificate, and sex was collected from participants in the study.

  8. Conclusion • The findings of this study supported the use of technology in instruction and found that technology can increase the four interactions found in the classroom.

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