Cargando…

What Matters in Online Education: Exploring the Impacts of Instructional Interactions on Learning Outcomes

Instructional interactions, which includes student–student interaction (SS), student–teacher interaction (ST), and student–content interaction (SC), are crucial factors affecting the learning outcomes in online education. The current study aims to explore the effects of instructional interactions on...

Descripción completa

Detalles Bibliográficos
Autores principales:	Li, Xing, Lin, Xinyue, Zhang, Fan, Tian, Yuan
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2022
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8795505/ https://www.ncbi.nlm.nih.gov/pubmed/35095677 http://dx.doi.org/10.3389/fpsyg.2021.792464

Ejemplares similares

Extrinsically Integrated Instructional Quizzes in Learning Games: An Educational Disaster or Not?
por: Jičínská, Lucie, et al.
Publicado: (2021)

Students’ online interaction, self-regulation, and learning engagement in higher education: The importance of social presence to online learning
por: Miao, Jia, et al.
Publicado: (2022)

Effects of Online Problem-Solving Instruction and Identification Attitude Toward Instructional Strategies on Students' Creativity
por: Wang, Yi-Ping
Publicado: (2021)

Interacting Effects of Instructions and Presentation Rate on Visual Statistical Learning
por: Bertels, Julie, et al.
Publicado: (2015)

Learning From Instructional Videos: Learner Gender Does Matter; Speaker Gender Does Not
por: Schrader, Claudia, et al.
Publicado: (2021)

Interactivity in learning instructional videos: Sending danmaku improved parasocial interaction but reduced learning performance
por: Mou, Ya, et al.
Publicado: (2022)

Legal Instructional Design by Deep Learning Theory Under the Background of Educational Psychology
por: Shen, Zhitao, et al.
Publicado: (2022)

Massive Open Online Course Versus Flipped Instruction: Impacts on Foreign Language Speaking Anxiety, Foreign Language Learning Motivation, and Learning Attitude
por: Pan, Hui, et al.
Publicado: (2022)

Exploring the effects of achievement emotions on online learning outcomes: A systematic review
por: Wu, Rong, et al.
Publicado: (2022)

Setting the Stage for Self-Regulated Learning Instruction and Metacognition Instruction in Musical Practice
por: Jabusch, Hans-Christian
Publicado: (2016)

What Matters and What Matters Most for Survival After age 80? A Multidisciplinary Exploration Based on Twin Data
por: Johansson, Boo, et al.
Publicado: (2021)

A Comparison of the Effectiveness of Online Instructional Strategies Optimized With Smart Interactive Tools Versus Traditional Teaching for Postgraduate Students
por: Wang, Ping, et al.
Publicado: (2021)

Online education platforms scale college STEM instruction with equivalent learning outcomes at lower cost
por: Chirikov, Igor, et al.
Publicado: (2020)

Learning management systems and instructional design: best practices in online education
por: Kats, Yefim
Publicado: (2013)

Effect of Verbal Instruction on Motor Learning Ability of Anaerobic and Explosive Exercises in Physical Education University Students
por: Hermassi, Souhail, et al.
Publicado: (2019)

The Effects of ARCS Motivational Instruction in Physical Education on Learning Cognition and the Health-Related Physical Fitness of Students
por: Luo, Xi, et al.
Publicado: (2022)

Enhanced Instructed Fear Learning in Delusion-Proneness
por: Louzolo, Anaïs, et al.
Publicado: (2022)

Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter?
por: Wang, Xiaoyan
Publicado: (2021)

Exploring L2 Listening Instruction, Self-Efficacy, and Strategy Use: A Mediation Analysis
por: Xu, Jian, et al.
Publicado: (2021)

Mind wandering and education: from the classroom to online learning
por: Szpunar, Karl K., et al.
Publicado: (2013)

Quality of the Physical Education Teacher’s Instruction in the Perspective of Self-Determination
por: Vergara-Torres, Argenis P., et al.
Publicado: (2021)

The Physical Learning Environment of Online Distance Learners in Higher Education – A Conceptual Model
por: Ng, Cheuk Fan
Publicado: (2021)

Instructions matter: a comparison of baseline conditions for cognitive emotion regulation paradigms
por: Diers, Kersten, et al.
Publicado: (2014)

Learning via instructions about observations: exploring similarities and differences with learning via actual observations
por: Kasran, Sarah, et al.
Publicado: (2022)

Cross-Disciplinary Research on Learning and Instruction – Coming to Terms
por: Heitzmann, Nicole, et al.
Publicado: (2021)

Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning
por: Pan, Xiaoquan
Publicado: (2022)

Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence
por: Smale-Jacobse, Annemieke E., et al.
Publicado: (2019)

Corrigendum: Quality of the Physical Education Teacher's Instruction in the Perspective of Self-Determination
por: Vergara-Torres, Argenis P., et al.
Publicado: (2021)

Evaluating Individual Students' Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relations to Educational Outcomes
por: Scherer, Ronny, et al.
Publicado: (2016)

Verbal Instructions and Motor Learning: How Analogy and Explicit Instructions Influence the Development of Mental Representations and Tennis Serve Performance
por: Meier, Christopher, et al.
Publicado: (2020)

Children Can Learn New Facts Equally Well From Interactive Media Versus Face to Face Instruction
por: Kwok, Kristine, et al.
Publicado: (2016)

Influence of psychological autonomy support of peer instruction: A novel interactive approach using Instagram in language learning
por: Alfadda, Hind, et al.
Publicado: (2022)

Providing Instruction Based on Students’ Learning Style Preferences Does Not Improve Learning
por: Rogowsky, Beth A., et al.
Publicado: (2020)

Exploring classroom interaction in online education
por: Toscu, Saliha
Publicado: (2023)

What can multimodal data tell us about online synchronous training: Learning outcomes and engagement of in-service teachers
por: Xiao, Jun, et al.
Publicado: (2023)

The development of positive education combined with online learning: Based on theories and practices
por: Lou, Jialing, et al.
Publicado: (2022)

Well-being and mathematics achievement: What is the role of gender, instructional clarity, and parental involvement?
por: Wilson Fadiji, Angelina, et al.
Publicado: (2023)

Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning
por: Wei, Ling
Publicado: (2023)

Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students’ Learning Experience During COVID-19
por: Fabriz, Sabine, et al.
Publicado: (2021)

SKILL BUILDING BLOCKS: ASYNCHRONOUS ONLINE LEARNING THROUGH INTERACTIVE THEMATIC INSTRUCTION
por: Sterns, Harvey, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_gsjk4i5db1vn5su7fo1q5b21bb