Understanding strategies of teacher-student interaction: the impact on student experience and learning outcomes in online education

Kille, Tarryn L. ORCID: https://orcid.org/0000-0002-4029-5865 (2017) Understanding strategies of teacher-student interaction: the impact on student experience and learning outcomes in online education. In: Blended learning: concepts, methodologies, tools, and applications. Information Science Reference (IGI Global), Hershey PA, USA, pp. 1596-1618. ISBN 9781522507833


Abstract

In this chapter, we discuss the application of teaching strategies as a vehicle for investigating teacher immediacy in the online environment. Through the presentation of a descriptive case study, the chapter explores the theoretical perspective of strategies that intend to reduce psychological distance in the online environment. Specifically, the issue of effective interaction is investigated, including: (1) the application of formative feedback practices; (2) the application of student self-assessment to encourage deeper learning; and (3) the integration of rubric use in assessment activities. The chapter concludes, recommending that practical application of teaching strategies such as: (1) using rubrics; and (2) encouraging student self-assessment, has the effect of enhancing teacher interaction and improving both the student experience and the student learning outcomes in an online environment. The chapter aims to contribute to the literature associated with online university education by validating best practices which assists in developing more effective online courses.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to Published version + Front Matter in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Commerce (1 Jul 2013 - 17 Jan 2021)
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Commerce (1 Jul 2013 - 17 Jan 2021)
Date Deposited: 01 Jun 2020 05:22
Last Modified: 11 Nov 2021 06:26
Uncontrolled Keywords: formative feedback, self-assessment, assessment rubric, online learning
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
Identification Number or DOI: https://doi.org/10.4018/978-1-5225-0783-3.ch076
URI: http://eprints.usq.edu.au/id/eprint/38697

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