A Critical Review of Selected Literature on Learner-Centered Interactions in Online Learning
Fuente:
ERIC Institute of Education Sciences
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2021
|
| Subjects: | |
| Online Access: | |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1867181845638021120 |
|---|---|
| author | Katsarou, Eirene Chatzipanagiotou, Paraskevi |
| author_facet | Katsarou, Eirene Chatzipanagiotou, Paraskevi Katsarou, Eirene Chatzipanagiotou, Paraskevi |
| collection | Education Resources Information Center |
| contents | A Critical Review of Selected Literature on Learner-Centered Interactions in Online Learning Katsarou, Eirene Chatzipanagiotou, Paraskevi Literature Reviews Student Centered Learning Teacher Student Relationship Electronic Learning Distance Education Interaction Academic Achievement Student Satisfaction Peer Relationship Reader Text Relationship Interactivity, a fundamental aspect of traditional face-to-face teaching, is a central concern in the design planning and organization of technology mediated instructional settings and online learning, because it is crucial in knowledge acquisition and the development of cognitive skills, and is intrinsic to effective instructional practice and individual discovery. The present paper aims to critically review a set of recent representative empirical studies during the period 2010-2019 focusing on the pedagogical expediency of learner-centered interaction in online learning contexts, to identify which aspects of collaborative learning could successfully be integrated within a structured learning management system environment to safeguard high-quality online learning. Searches for the identification of relevant empirical studies were conducted via Science Direct, EdITLib, IRRODL, SpringerLink, IEEE Xplore Digital Library and Scopus using keywords such as learner interactions, online learning, virtual learning environments, student success, e-learner satisfaction and online education. The search yielded 22 key studies focusing on learner-centered types of online interaction in relation to their contribution to student success and satisfaction in virtual learning environments. Our presentation of relevant research is based on five key types of interactive relationships identified in the field of distance education and culminates in a discussion of potential implications for a successful online learning experience and learner satisfaction. |
| format | Recurso educativo Open Access |
| id | eric_EJ1328843 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2021 |
| record_format | eric |
| spellingShingle | A Critical Review of Selected Literature on Learner-Centered Interactions in Online Learning Katsarou, Eirene Chatzipanagiotou, Paraskevi Literature Reviews Student Centered Learning Teacher Student Relationship Electronic Learning Distance Education Interaction Academic Achievement Student Satisfaction Peer Relationship Reader Text Relationship A Critical Review of Selected Literature on Learner-Centered Interactions in Online Learning Katsarou, Eirene Chatzipanagiotou, Paraskevi Literature Reviews Student Centered Learning Teacher Student Relationship Electronic Learning Distance Education Interaction Academic Achievement Student Satisfaction Peer Relationship Reader Text Relationship Interactivity, a fundamental aspect of traditional face-to-face teaching, is a central concern in the design planning and organization of technology mediated instructional settings and online learning, because it is crucial in knowledge acquisition and the development of cognitive skills, and is intrinsic to effective instructional practice and individual discovery. The present paper aims to critically review a set of recent representative empirical studies during the period 2010-2019 focusing on the pedagogical expediency of learner-centered interaction in online learning contexts, to identify which aspects of collaborative learning could successfully be integrated within a structured learning management system environment to safeguard high-quality online learning. Searches for the identification of relevant empirical studies were conducted via Science Direct, EdITLib, IRRODL, SpringerLink, IEEE Xplore Digital Library and Scopus using keywords such as learner interactions, online learning, virtual learning environments, student success, e-learner satisfaction and online education. The search yielded 22 key studies focusing on learner-centered types of online interaction in relation to their contribution to student success and satisfaction in virtual learning environments. Our presentation of relevant research is based on five key types of interactive relationships identified in the field of distance education and culminates in a discussion of potential implications for a successful online learning experience and learner satisfaction. |
| title | A Critical Review of Selected Literature on Learner-Centered Interactions in Online Learning |
| topic | Literature Reviews Student Centered Learning Teacher Student Relationship Electronic Learning Distance Education Interaction Academic Achievement Student Satisfaction Peer Relationship Reader Text Relationship |
| url | https://eric.ed.gov/?id=EJ1328843 |