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Mediating teacher for distance teaching and learning model: An exploration

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Abstract

The current study demonstrates how mediated Learning Experience Theory uniquely characterizes a novel model that includes a mediating teacher in conjunction with distance delivery of information in a face-to-face classroom. According to this model, a teacher in the physical learning space plays a mediating role, and is assisted by a remotely-located, content expert. This study tested mediating behaviors of teachers in high school classes. Five main mediation components were tested within this framework which include: focusing (intentionality and reciprocity), meaning, transcendence, feelings of competence and regulation of behavior. A significant difference in the frequency of the mediation components was found among teachers who received instruction for mediated teaching. Likewise, a significant difference was found in communication cycles measured via the length of the communication chains. The proposed model helps plan mediated interactions suitable for overcoming limitations of distance environments.

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Authors and Affiliations

  1. ICT Academic Unit, Beit-Berl Academic College, Post Beit Berl 4490500 Kfar-Saba, Israel

    Aryeh Ben-Chayim

  2. School of Education, Bar-Ilan University, 52900, Ramat-Gan, Israel

    Aryeh Ben-Chayim & Baruch Offir

  3. Department of Industrial Engineering & Management, Ariel University, P.O.B 40700, Ariel, Israel

    Iris Reychav

  4. Management Information Systems, Kansas State University, 2062 Business Building, Manhattan, KS, 66506, USA

    Roger McHaney

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  1. Aryeh Ben-Chayim
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  4. Baruch Offir
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Correspondence to Iris Reychav.

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Appendices

Appendix 1

Table 9 OMI (Observation of Mediated Interactions) Instrument
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Appendix 2

Table 10 Frequency of the appearance of the mediation components and sub-categories according to research groups and according to role
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Ben-Chayim, A., Reychav, I., McHaney, R. et al. Mediating teacher for distance teaching and learning model: An exploration. Educ Inf Technol 25, 105–140 (2020). https://doi.org/10.1007/s10639-019-09938-8

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