About this paper

Appears in:
INTED2016 Proceedings (browse)
Page: 7096 (abstract only)
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.0684

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

Citation download:
(BibTeX) (ris) (plaintext)
Other publications by the authors:
(search)
Buy the publication:
(bookshop)
Upcoming event:

INTED Conference

• Announcement
• Abstract submission
Proceedings indexed in ISI Proceedings
Crossref

A REVIEW OF A STUDENT-TEACHER INTERACTION IN ONLINE LEARNING IN HIGHER EDUCATION

S. Uotinen, H. Tyrväinen, L. Valkonen

University of Jyväskylä (FINLAND)
The importance of interaction is highlighted in the studies of online learning. Four types of interaction are commonly recognized in the previous research: student-student, student-teacher, student-content and student-interface interaction. Sense of presence is emphasized as an important factor in this process. In this study the focus is on the student-teacher interaction in the university online learning. Depending on the technology used, the interaction between the student and the teacher can also be defined as synchronous or as asynchronous.

The research questions of this review are:
1) What kind of research is done in the field of student-teacher interaction in online learning?
2) How synchronous and asynchronous interaction is perceived in online learning?
3) What are the important qualities of student-teacher interaction in online learning?

The data of this review was selected systematically, and as a whole, the review follows the features of integrated review. Electronic searches were made in the ERIC database, which is the key source of educational research. Search terms were selected using ERIC thesaurus. Exact inclusion and exclusion criteria were decided before the search. Only peer-reviewed articles, published in year 2010-2015, were accepted. After the multiphase selection process altogether 99 articles were accepted into this review.

According to the preliminary results nearly half of the studies of this review were quantitative and data was mainly collected from the students. Asynchronous interaction still seems to be more common practice than synchronous; though synchronous interaction is experienced positively. The role of the teacher appears important in student-teacher interaction. Studies reveal essential issues in teaching and several ways on how the teacher presence can be increased in the online environment.

The article selection process of this review will be clarified and the results will be discussed more closely in the presentation.
keywords: online learning, student-teacher interaction, higher education.
@InProceedings{UOTINEN2016ARE,
author = {Uotinen, S. and Tyrv{\"{a}}inen, H. and Valkonen, L.},
title = {A REVIEW OF A STUDENT-TEACHER INTERACTION IN ONLINE LEARNING IN HIGHER EDUCATION},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.0684},
url = {http://dx.doi.org/10.21125/inted.2016.0684},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {7096}}
TY - CONF
AU - S. Uotinen AU - H. Tyrväinen AU - L. Valkonen
TI - A REVIEW OF A STUDENT-TEACHER INTERACTION IN ONLINE LEARNING IN HIGHER EDUCATION
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.0684
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 7096
EP - 7096
ER -
S. Uotinen, H. Tyrväinen, L. Valkonen (2016) A REVIEW OF A STUDENT-TEACHER INTERACTION IN ONLINE LEARNING IN HIGHER EDUCATION, INTED2016 Proceedings, p. 7096.
User:
Pass: