Persistent Link:
http://hdl.handle.net/10150/556210
Title:
Redefining Interactivity in E-Learning
Author:
Moore, Tyler
Affiliation:
UA South Educational Technology
Publisher:
The University of Arizona.
Issue Date:
2015
URI:
http://hdl.handle.net/10150/556210
Abstract:
Since the advent of distance learning, interaction has played a crucial role in learner satisfaction and more recently the quality of learning online. Even though the crucial nature of incorporating interactive learning environments is not lost on the education community, it has been at troubling odds with meeting the expectations of learners and establishing why some proposed “interactive” activities fail. Because technology has changed, offering varying levels of interaction between learner-learner, learner-instructor, and learner-content some argue that re-conceptualizing interactive can provide unique learning advantages. This literature review explores the most vital aspects of interactivity, the variables that determine its appropriateness and significant findings as they pertain to meeting the expectations of e-learning.
Language:
en_US
Keywords:
e-learning; interactivity; interactive; online education; learner-center education; learning; learners; teacher attitudes; technology; technological change; teacher concerns; instructor

Full metadata record

DC FieldValue Language
dc.contributor.authorMoore, Tyleren
dc.date.accessioned2015-06-03T18:48:29Zen
dc.date.available2015-06-03T18:48:29Zen
dc.date.issued2015en
dc.identifier.urihttp://hdl.handle.net/10150/556210en
dc.description.abstractSince the advent of distance learning, interaction has played a crucial role in learner satisfaction and more recently the quality of learning online. Even though the crucial nature of incorporating interactive learning environments is not lost on the education community, it has been at troubling odds with meeting the expectations of learners and establishing why some proposed “interactive” activities fail. Because technology has changed, offering varying levels of interaction between learner-learner, learner-instructor, and learner-content some argue that re-conceptualizing interactive can provide unique learning advantages. This literature review explores the most vital aspects of interactivity, the variables that determine its appropriateness and significant findings as they pertain to meeting the expectations of e-learning.en
dc.language.isoen_USen
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the UA South Educational Technology Graduate Program and the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjecte-learningen
dc.subjectinteractivityen
dc.subjectinteractiveen
dc.subjectonline educationen
dc.subjectlearner-center educationen
dc.subjectlearningen
dc.subjectlearnersen
dc.subjectteacher attitudesen
dc.subjecttechnologyen
dc.subjecttechnological changeen
dc.subjectteacher concernsen
dc.subjectinstructoren
dc.titleRedefining Interactivity in E-Learningen_US
dc.contributor.departmentUA South Educational Technologyen
dc.description.collectioninformationThis item is part of the Educational Technology Graduate Papers collection. For more information about the Educational Technology Program at the University of Arizona, visit http://edtech.arizona.edu/. Email repository@u.library.arizona.edu with questions about items in this collection.en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.