An Investigation of the Nature and Form of Interactions in Live Interactive Television.

Autor/inn/en	Oliver, Ron; McLoughlin, Catherine
Titel	An Investigation of the Nature and Form of Interactions in Live Interactive Television.
Quelle	(1996), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Distance Education; Educational Environment; Educational Planning; Educational Strategies; Educational Technology; Elementary Secondary Education; Foreign Countries; Interactive Television; Postsecondary Education; Rural Areas; Teacher Student Relationship; Teaching Methods; Telecourses; Telephone Instruction; Australia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Distance study; Distance learning; Fernunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsplanung; Lehrstrategie; Unterrichtsmedien; Ausland; Post-secondary education; Tertiäre Bildung; Rural area; Ländlicher Raum; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Fernsehkurs; Australien
Abstract	Live interactive television (LIT) is a popular medium for delivering educational programs to students in remote areas in Australia. The medium uses television to deliver a live one-way video signal and standard telephony to provide two-way audio communication between the instructor and students. Much of the potential of this medium is derived from the interactivity between the instructor and students that is supports. Because all interactions are ultimately student-initiated, the medium has a number of unique and characteristic features. This paper describes a study that investigated LIT teaching strategies to determine the ways instructors used the interactive capabilities of the technology in their lesson delivery. The study identified the form, nature, and purpose of interactions employed by instructors and students, the level of student response, and the impact and role of these interactions on lesson development and delivery, through a detailed analysis of transcripts from videotapes of five local LIT teaching programs, including school, vocational, and university-delivered LIT. Transcript analysis revealed that interactions tended to fall into the following types: social, procedural, expository, explanatory, and cognitive. Results of the study found that instructors tend to use the interactive elements more to create a supportive and stimulating learning environment than for instructional support. The most frequently employed forms of instructor-student dialogue were of an informative and discursive nature, with either party providing information in relatively short exchanges. There may be possible shortcomings in current instructional design for LIT, as most instructors make only limited use of the interactive capabilities. There appears to be considerable potential to extend learning outcomes. Future research will investigate strategies for teaching with LIT to increase the level of cognitive interactions while maintaining an environment that is supportive and stimulating for all participants. (Contains 24 references.) (Author/SWC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC