Detail Teaching strategies that foster interactivity in interactive video distance learning classrooms Bibliografi Author: Jadun, Mohammad Salim ; Stadt, Ronald (Advisor) Topik: EDUCATION; TECHNOLOGY|EDUCATION; COMMUNITY COLLEGE Bahasa: (EN )    ISBN: 0-591-99864-5     Penerbit: SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE     Tahun Terbit: 1998     Jenis: Theses - Dissertation Fulltext: 9902724.pdf (0.0B; 1 download) Abstract The purpose of the study was to contribute to a better understanding of teaching strategies in interactive video distance learning classrooms. The study attempted to identify distance education teaching strategies that produce, foster, and enhance interactivity (motivation and participation) in interactive video distance learning classrooms. Three questions were posed. The Teaching Strategy Questionnaire (TSQ) was developed by the researcher to identify teaching strategies and activities employed in interactive video distance learning classrooms by instructors in five Illinois community colleges. The independent variables studied were teaching strategies and activities. Dependent variables were teachers' perceptions of student interactivity. The typical teacher's instruction was linked to 1 or 2 sites. Audio-conferencing strategies message style and feedback consumed 55.17 and 36.42 percent respectively of the typical teacher's time. The approach most frequently used was interactive teacher/student communication, followed by interactive student/student communication. The study concluded that most teachers used the following strategies in descending order of frequency: presenting objectives at the beginning of a class, building rapport which includes an emphasis on personal responsibility for learning, using humanizing strategies, employing questions and answers, and using a strategy directed toward student interaction. A profile of teaching activities as part of strategies emerged. Instructors used humanizing activities, including use of students' names and asking for opinions during class. Participation activities included posing questions and group problem-solving activities. Teachers budgeted time for questions/answers and provide timely feedback to enhance interaction, while using repetition and summaries and providing overviews to convey messages. Feedback activities most employed were direct questionings and quizzes. The most used instructional activities included periodic summations, addressing questions to specific participants, and detailed outline preparation. To decrease isolation, teachers addressed each student/site at least once during class sessions and drew individuals into discussions. The most used overall teaching plan activity was handouts for discussion. Recommendations were provided for further study. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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