Abstract
The interaction between teachers and students is key in promoting knowledge generation and improving teaching quality. Exploring the use of online learning spaces in effectively supporting the teacher-student interaction has important theoretical and practical value. Guided by the interaction equivalency theorem and the generative learning theory, this study adopts literature research and design-based research to build the teacher-student interaction model in online learning spaces. We first formed a preliminary model by analyzing the principles behind the interaction between teachers and students and the support features of online learning spaces. Then, we refined the interaction model during two rounds of teaching practice. To further validate the interaction model, we collected teacher-student interaction data from two online courses and conducted two interaction analyses (i.e., S-T curve and Flanders). Results showed that the model significantly fostered students' engagement during the interaction.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Cross-border integration of information technology in the field of education represented by the Internet.
References
Smith, F., Hardman, F., Higgins, S.: The impact of interactive whiteboards on teacher-pupil interaction in the national literacy and numeracy strategies. Br. Educ. Res. J. 32(3), 443–457 (2006)
Valenzeno, L., Alibali, M.W., Klatzkya, R.: Teachers’ gestures facilitate students’ learning: a lesson in symmetry. Contemp. Educ. Psychol. 28(2), 187–204 (2003)
Steinbring, H.: Epistemological investigation of classroom interaction in elementary mathematics Teaching. Educ. Stud. Math. 32(1), 49–92 (1997)
Jinghua, Z.: The current situation and effect of teacher-student interaction in college teaching. Res. Educ. Dev. 39(23), 10–17 (2019)
Namin, X., Lixun, W., Weiyuan, Z.: A review of the concepts and factions of interaction in distance education. Dist. Educ. China 17, 27–33+7 (2003)
Dao. P.: Effect of interaction strategy instruction on learner engagement in peer interaction. System 91, 102244 (2020)
Su, M., Xiaojin, W., Guanchao, F., Han. Z.: Interaction design and implementation in online synchronous teaching. China Educ. Technol. 11, 52–59+66 (2020)
Jiong, G., Xiaojun. Z.: Research on current situation, problems and countermeasures of construction and application of e-learning space in the field of basic education. e-Educ. Res. 40(10), 89–95 (2019)
Yawei, L., Linjiang, Z., Zhilong, L.: Research on the hybrid teaching mode of applied colleges and universities based on network learning space. Educ. Modern. 4(44), 62–63 (2017)
Ning, H.: Hybrid teaching design and practice exploration from the perspective of network learning space——taking the course of “electrical and mechanical equipment installation and commissioning” as an example. J. Shandong Radio TV Univ. 04, 39–42 (2019)
Zhiguo, X., Ting, Q.: Mode and strategy of supporting the flipped classroom using the network learning space. J. Jiamusi Vocat. Inst. 08, 189 (2016)
Mei, G., Min. X.: Research on flipped classroom teaching based on online learning space——taking data structure course as an example. China Educ. Technol. Equip. 3:76–77+80 (2019)
Guan, Y., Youshun, P., Jie, L.: Research on the application of network learning space teaching based on flipped classroom——a case study of Yuketang and “University Computer” Courses. Modern Inf. Technol. 4(08), 192–195 (2020)
Maosen, X., Wenwu, Z.J.: On Learning effectiveness of blended learning model based on learning network. J. Sichuan Minzu College 24(05), 101–108 (2015)
Juncheng, L.: Learning evaluation design of mixed teaching mode based on MOOC. Comput. Era 12, 82–84 (2015)
Anderson, T.: Getting the mix right again: an updated and theoretical rational for interaction. Int. Rev. Res. Open Distrib. Learn. 4(2), 1–16 (2003)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this paper
Cite this paper
Xie, Y., Huang, Y., Bai, Y., Luo, W., Qiu, Y. (2021). Construction of the Teacher-Student Interaction Model in Online Learning Spaces. In: Li, R., Cheung, S.K.S., Iwasaki, C., Kwok, LF., Kageto, M. (eds) Blended Learning: Re-thinking and Re-defining the Learning Process.. ICBL 2021. Lecture Notes in Computer Science(), vol 12830. Springer, Cham. https://doi.org/10.1007/978-3-030-80504-3_5
Download citation
DOI: https://doi.org/10.1007/978-3-030-80504-3_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-80503-6
Online ISBN: 978-3-030-80504-3
eBook Packages: Computer ScienceComputer Science (R0)