Interactivity in the classroom and its impact on learning

Beauchamp, Gary K.; Kennewell, Steve

doi:10.1016/j.compedu.2009.09.033

Cited by 156 publications

(121 citation statements)

References 18 publications

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“…What is especially surprising about this lack of research is the dearth of more specific analyses of Internet determinants for interactive learning, since online interaction is considered an important skill to acquire in 21st century societies, and at the same time one of the greatest potentialities of Internet usage in the teaching-learning process (Beauchamp & Kennewell, 2010;Wilson & Stacey, 2003;Zhao, Lei, Yan, Lai & Tan, 2005). In particular, Internet usage for interactive learning has proven to be an effective tool in improving the academic performance of face-to-face and virtual education students (Bernard et al, 2009;Castaño-Muñoz, 2011;Castaño-Muñoz, Duart & SanchoVinuesa, 2014).…”

Section: Introduction: Digital Divide and Determinants Of Internet Usmentioning

confidence: 99%

Determinants of Internet use for interactive learning: an exploratory study

Castaño

Duart

Sancho-Vinuesa

2015

J. New Approaches Educ. Res.

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The use of the Internet in higher education teaching can facilitate the interactive learning process and thus improve educational outcomes. The aim of the study presented here is to explore which variables are linked to higher intensity of Internet-based interactive educational practices. The study is based on data obtained from an online survey of students from three different types of universities: a face-to-face university (University of Barcelona, UB), a technological face-to-face university (Universitat Politècnica de Catalunya. BarcelonaTech, UPC), and a virtual university (Open University of Catalonia, UOC). The data analysis shows that students who indicate high levels of benefit from Internet usage are those who use it most for interactive learning processes. It also shows the existence of other variables that, regardless of benefit, are linked to the intensity of Internet usage for interactive teaching-learning processes.

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Section: Introduction: Digital Divide and Determinants Of Internet Usmentioning

confidence: 99%

Determinants of Internet use for interactive learning: an exploratory study

Castaño

Duart

Sancho-Vinuesa

2015

J. New Approaches Educ. Res.

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“…They thus stressed that expert orchestration of resources is the key factor in converting interactions into learning, and noted that only when ICT was sufficiently embedded in teachers' pedagogical knowledge did the technology contribute positively to learning [50]. Additionally, it is important to note that the features of IRF that act to facilitate learner involvement and construct the potential for learning include the following: direct error correction, content feedback, prompting, extended wait time, repairing, turn completion, teacher echo, and extended use of IRF turn taking [51]. We assumed that whether the IRF involved a webbased or traditional learning environment, and would have positive or negative consequences for learning, would most likely depend on the nature of the elicitation and follow-up feedback moves, which in turn influence the depth and extent of learners' responses with regard to the triggered English grammar self-examination or self-reflection processes.…”

Section: Learning Performance Of the Three Groupsmentioning

confidence: 99%

Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System

2017

Int. J. Emerg. Technol. Learn.

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Abstract-Computer-supported language learning has the potential to promote relevant work in support of instant, interactive language discourse that fulfils educational purposes and fosters individual language learning. This study presents an interactive IRF-based English grammar learning assistant system (EGLA) that aims to improve students' grammatical knowledge and correct their grammar errors and misspellings if they have any. A quasi-experimental design is adopted to examine its effects on an English grammar achievement test for three classes of junior high school students. These three classes were assigned to the experimental group and control groups A and B. The experimental group used EGLA that harnessed IRF moves, control group A used EGLA but without IRF moves, whereas control group B received an IRF-based English grammar discourse from an English tutor in the classroom. The results demonstrated that the experimental group was significantly better than control group A, but was not significantly different from control group B. The results are discussed, and directions for further investigation are provided.

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“…Beauchamp & Kennewell, 2010). One of the rationales behind these expectations is the assumption that actively engaged students have a higher learning motivation, which increases learning results (Beeland, 2002;Torff & Tirotta, 2010;Hennessy, Deaney, Ruthven, & Winterbottom, 2007;Slay et al, 2008).…”

Section: Interactivity In Different Models Of Learning and Instructionmentioning

confidence: 99%

Interactivity with the interactive whiteboard in traditional and innovative primary schools: An exploratory study

Koster

Volman

Kuiper

2013

AJET

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One of the main affordances of the interactive whiteboard (IWB) is its potential for increasing classroom interactivity, yet little is known about the interactivity it supports in schools with different educational concepts. In this study we analysed what types of wholeclass interactivity the IWB supports in schools with either a traditional or an innovative school concept. Interactivity was operationalized in terms of operation of the IWB, control of the IWB content, and the whole-class dialogue. A cross-case analysis of videotaped lesson observations revealed patterns in the interactivity related to school type. Comparison of the prevalent interactivity patterns at the two school types shows that students at the innovative schools had a more active role in the content of the IWB-supported lessons than those at the traditional schools. The students at the traditional schools operated the IWB more often, which coincided, however, with little or no student control of the IWB content and with whole-class dialogue that focused on knowledge transmission. At the innovative schools the active student role regarding lesson content did not coincide with student operation of the IWB. These findings indicate a link between the school's educational concept and the type of interactivity in IWB-supported lessons. IntroductionOver the past decade the interactive whiteboard (IWB) has proved to be a valuable tool for teaching and learning. Earlier research on the use of the IWB as a pedagogical tool mainly explored the potential it might hold for education, as Glover, Miller, Averis, and Door (2005) show in their literature review. More recent studies focus on the advantages and disadvantages of the IWB as an educational tool (Cutrim Schmid, 2008;Slay, Siebörger, & Hodgkinson-Williams, 2008;Somyürek, Atasoy, & Özdemir, 2009) or investigate how the IWB is actually being used in pedagogical settings (Smith, Hardman, & Higgins, 2006;Haldane, 2007;.Findings suggest that the IWB can be used to support different types of classroom interactivity. Although Smith et al. (2006) find in their study that the IWB is mostly used for whole-class teaching with a relatively high pace and frequent yet short student answers, other studies show that it can support both a teacher-directed and a more student-directed pedagogic approach to whole-class teaching (Gillen, Kleine Staarman, Littleton, Mercer, & Twiner, 2007). In this study we investigate what types of interactivity occur in IWB-supported lessons in schools with either a teacher-directed pedagogy or a student-directed pedagogy. Classroom interactivity supported by the IWBAfter the introduction of the IWB into the classroom arena, most studies focused on the use of the IWB to support whole-class lessons . More recent studies focus on the use of the IWB in individual and group work by students as well, for instance in collaborative tasks in which children share ideas about a topic .Its potential for supporting classroom interactivity is one of the main reasons given by teachers for adopting ...

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Interactivity in the classroom and its impact on learning

Cited by 156 publications

References 18 publications

Determinants of Internet use for interactive learning: an exploratory study

Determinants of Internet use for interactive learning: an exploratory study

Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System

Interactivity with the interactive whiteboard in traditional and innovative primary schools: An exploratory study

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