The Interaction Equivalency Theorem_20110805

The Interaction Equivalency Theorem: Research Potential and Application in Teaching,[object Object],Terumi Miyazoe, PhD,[object Object],Tokyo Denki University,[object Object],The Open University of Japan,[object Object],Terry Anderson, PhD,[object Object],Athabasca University,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],1,[object Object]

Outline,[object Object],Review of the Interaction Equivalency Theorem ,[object Object],History of interaction in distance learning,[object Object],The Modes of Interaction by Anderson and Garrison (1998) ,[object Object],The Interaction Equivalency Theorem by Anderson (2003) ,[object Object], ,[object Object],Research on the Interaction Equivalency Theorem ,[object Object],Meta-analysis by Bernard et al. (2010) ,[object Object],Empirical application by Miyazoe and Anderson (2010) ,[object Object],Discussions,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],2,[object Object]

2010 Publications,[object Object],The Interaction Equivalency Theorem,[object Object],Journal of Interactive Online Learning, 9(2), 94- 104, available at http://www.ncolr.org/,[object Object],Empirical Research on Learners’ Perceptions: Interaction Equivalency Theorem in Blended Learning,[object Object],European Journal of Open, Distance and E-Learning, available at http://www.eurodl.org/,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],3,[object Object]

Interaction,[object Object],Adefinition: ,[object Object],“reciprocal events that require at least two objects and two actions. Interactions occur when these objects and events mutually influence each other” (Wagner, 1994, p.8),[object Object],(At least) two agents,[object Object],Reciprocity, mutuality ,[object Object],Human and nonhuman,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],4,[object Object]

Three Types of Interaction (Moore, 1989),[object Object],The first systematic clarification of interaction in distance education having three essential components of: ,[object Object],learner–content, ,[object Object],learner–instructor, and,[object Object],learner–learner interaction,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],5,[object Object]

The Modes of Interaction by Anderson and Garrison (1998),[object Object],6,[object Object],The CoI model,[object Object],(Garrison, Anderson, & Archer, 2000),[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object]

Comparison,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],7,[object Object],Multi-agents’ view points,　including nonhuman agents,[object Object],Others:,[object Object],Learner-Interface (Hillman et al, 1994),[object Object],Learner-Environment,[object Object],(Burnham and Walden, 1997),[object Object],Vicarious Interaction,[object Object],(Sutton, 2000),[object Object],Learner’s view point,[object Object]

The Interaction Equivalency Theorem by Anderson (2003),[object Object],Thesis 1. Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student–student; student–content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience.,[object Object],Thesis 2. High levels of more than one of these three modes will likely provide a more satisfying educational experience, although these experiences may not be as cost- or time effective as less interactive learning sequences.,[object Object],　　　　　　,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],8,[object Object]

Thesis 1　Visualization,[object Object],Quality,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],9,[object Object]

Thesis 2 Visualization,[object Object],Quantity,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],10,[object Object]

Closed vs. Open Systems,[object Object],Thesis 1: Closed system,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],11,[object Object]

Closed vs. Open Systems,[object Object],Thesis 2: Open system,[object Object],A guest lecturer ,[object Object],Student forum discussions,[object Object],Online resources,[object Object],+,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],12,[object Object]

Bernard et al. ,[object Object],Bernard, M. R., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1289. ,[object Object],Bernard, M. R., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439. ,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],13,[object Object]

Meta-analysis,[object Object],A definition: Used to “summarize, integrate, and interpret selected sets of scholarly works in the various disciplines” (Lipsey & Wilson, 2001, p.2),[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],14,[object Object]

Meta-analysis,[object Object],[object Object]

Effect sizeDistance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],15,[object Object]

Bernard et al. (2009),[object Object],Distance education courses,[object Object],1985 - 2006 ,[object Object],6,000->77 studies ,[object Object],Interaction Treatment (IT) ≒Interaction dyad,[object Object],Student-Student (SS),[object Object],Student-Content (SC),[object Object],Student-Teacher (ST),[object Object],Thesis 1 (Value/Importance) ≒Quality,[object Object],Thesis 2 (Strength/Magnitude) ≒Quantity,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],16,[object Object]

Bernard’s Main Findings ,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],17,[object Object]

Bernard’s Summary,[object Object],SS and SC＞STfor both achievement and attitude ,[object Object],Combinations of SS+SC and ST+SCincrease achievement,[object Object],Combination of SS+STand attitude items does not increase effectiveness. ,[object Object],-> Both Theses 1 and 2 are supported. ,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],18,[object Object]

Doctoral Studies,[object Object],Rhode (2008 January): Capella University,[object Object],Self-paced online course for adult learners,[object Object],ST + SC combination was the most valued,[object Object],Equal value for ST and SC, but not SS interaction,[object Object], -> Consistent to Bernard’s study,[object Object],Byers (2010 November): Virginia Polytechnic Institute and University,[object Object],Self-paced online teacher professional development course,[object Object],-> Support Thesis 1 (content is valued the most),[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],19,[object Object]

The Theorem,[object Object],Equivalency Theorem (Anderson, 2003),[object Object],Interaction Equivalency (Rhode, 2008),[object Object],Interaction Equivalency Theorem (Miyazoe and Anderson, 2010),[object Object],Equivalency of Interaction Theorem (Byers, 2010),[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],20,[object Object]

Miyazoe and Anderson (2010),[object Object],N = 236 (four universities: 11 classes: four instructors),[object Object],Survey research,[object Object],Perceptions about quality learning assurance interaction element ,[object Object],Quality learning ≒ Deep and meaningful learning experience,[object Object],Experienced blended learning,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],21,[object Object]

Six Patterns of Priority Order of Interaction Equivalency Theorem,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],22,[object Object]

Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],23,[object Object],[object Object]

Subject orientations,[object Object]

Learning Modes ,[object Object],25,[object Object],*TSC: Teacher-Student-Content,[object Object],Important,[object Object],Unimportant,[object Object],CST,[object Object],Face-to-face,[object Object],Blended,[object Object],Online,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object]

Subject Orientations ,[object Object],26,[object Object],Important,[object Object],Unimportant,[object Object],Skill-oriented,[object Object],Knowledge-oriented,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object]

Terumi and Terry’s Findings,[object Object],Students could name one interaction that was valued greater than the others.,[object Object],Students could rank the order of priority for the three interactions. ,[object Object],-> Both Theses 1 and 2 are supported. ,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],27,[object Object]

Presentation Summary,[object Object],As regards to Anderson’s Interaction Equivalency Theorem, this presentation: ,[object Object],clarified its historical position,[object Object],articulated its two core theses,[object Object],supported its validity. ,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],28,[object Object]

Discussions ,[object Object],Learning design,[object Object],Exploration of different interaction designs in accordance with specific teaching and learning contexts,[object Object],Different disciplinary knowledge may demand different interaction designs for highest effectiveness and efficiency,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],29,[object Object]

Further Research,[object Object],Distance Teaching & Learning Conference 2011, Madison, Wisconsin ,[object Object],30,[object Object],Further topics,[object Object],Examination of cost and time issues,[object Object],Determination of essential parameters,[object Object],Meta-analysis since 2006,[object Object]

The Interaction Equivalency Theorem_20110805

The Interaction Equivalency Theorem_20110805

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The Interaction Equivalency Theorem_20110805