Intra-Action, Interaction and Outeraction in Blended Learning Environments

Autor/inn/en	Hwang, Wu-Yuin; Hsu, Jung-Lung; Tretiakov, Alexei; Chou, Huey-Wen; Lee, Ching-Yuan
Titel	Intra-Action, Interaction and Outeraction in Blended Learning Environments
Quelle	In: Educational Technology & Society, 12 (2009) 2, S.222-239 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Distance Education; Instructional Effectiveness; Interaction; Cognitive Processes; Educational Environment; Foreign Countries; Quasiexperimental Design; College Students; Correlation; Outcomes of Education; Student Attitudes; Interviews; Web Based Instruction; Computer Mediated Communication; Blended Learning; Educational Technology; Internet; Electronic Learning; Taiwan + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Unterrichtserfolg; Interaktion; Cognitive process; Kognitiver Prozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Collegestudent; Korrelation; Lernleistung; Schulerfolg; Schülerverhalten; Interviewing; Interviewtechnik; Web Based Training; Computerkonferenz; Unterrichtsmedien
Abstract	Theory of distributed cognition unveils the answer to what constitute distributed cognition. However, how the distributed cognition in web-based learning environment spreads out still remains a black box. This study sought to deepen our understanding on how learners' knowledge disseminates online by examining the impacts of three kinds of communication, namely intra-action, interaction, and outeraction. This paper conducted a quasi-experimental study and invited 135 Taiwanese college students to help us explore our attempted research question. The results clearly demonstrated that intra-action has stronger relationship with learning outcomes than interaction or outeraction. In addition, considerable correlation was detected between intra-action and interaction. Subsequent interviews with learners indicated that considerable part of the positive relationship between intra-action and learning achievement may be due to cause-effect, namely, intra-action activities are perceived by learners as contributing to positive learning outcomes. In sum, this study contributes to the literature because (a) we extend previous research on distributed cognition by examining the impacts of three kinds of communication; (b) we suggest it is worthwhile for researchers to further study the impact of intra-action; (c) by distinguishing the three communications, we introduce one way that can measure status of the constituent elements of distributed cognition that exists in a distance learning environment. (Contains 6 tables and 5 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10