Interrelation between Pedagogical Design and Learning Interaction Patterns in different Virtual Learning Environments

Different virtual learning environments offer different affordances and pedagogical design for learning interactions which results in difference learning interaction patterns. With the emergence of a new era in VLE (virtual learning environments) a new set of affordances is needed to support the appropriate learning interactions.We argue that there is a strong interrelation between the pedagogical design and learning interaction patterns in a given VLE which is influenced by the affordances of that VLE. In order to create a set of affordances that support learning interactions within the DLE, there is a need of analysis of already existing learning interaction affordances across different platforms.

[1]  Michael G. Moore,et al.  Handbook of distance education , 2007 .

[2]  Antje Strauss,et al.  Theory And Practice Of Distance Education , 2016 .

[3]  Osmar R. Zaïane,et al.  Web Usage Mining for a Better Web-Based Learning Environment , 2001 .

[4]  Gráinne Conole.  Describing learning activities: Tools and resources to guide practice , 2007 .

[5]  Ralf Schweizer,et al.  Designing Instructional Systems Decision Making In Course Planning And Curriculum Design , 2016 .

[6]  D. Keegan,et al.  Three Types of Interaction , 2013 .

[7]  L. Sutton.  The Principle of Vicarious Interaction in Computer-Mediated Communications , 2001 .

[8]  James O. Carey,et al.  The systematic design of instruction , 1978 .

[9]  Terry Anderson,et al.  The Interaction Equivalency Theorem , 2010 .

[10]  T. Anderson.  Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction , 2003 .

[11]  Aj. Romiszowski,et al.  Designing instructional systems : decision making in course planning and curriculum design / by AJ. Romiszowski , 1981 .

[12]  Terry Anderson,et al.  Empirical Research on Learners' Perceptions: Interaction Equivalency Theorem in Blended Learning , 2010 .

[13]  Terry Anderson,et al.  Learning in a Networked World: New Roles and Responsibilties , 1998 .

[14]  D. Garrison,et al.  Critical thinking, cognitive presence, and computer conferencing in distance education , 2001 .

[15]  D. Keegan.  Theoretical Principles of Distance Education. , 1994 .

[16]  Karen Swan,et al.  Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses , 2001 .

[17]  M. Moore.  The Theory of Transactional Distance , 2012, Handbook of Distance Education.

[18]  D. Garrison,et al.  Assessing Social Presence In Asynchronous Text-based Computer Conferencing , 1999 .

[19]  Ellen D. Wagner,et al.  In Support of a Functional Definition of Interaction , 1994 .

[20]  Charles M. Reigeluth,et al.  Designing Instruction for Constructivist Learning , 2013 .

[21]  D. Garrison,et al.  Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough , 2005 .

[22]  Gordon I. McCalla,et al.  Smart Recommendation for an Evolving E-Learning System: Architecture and Experiment , 2005 .

[23]  Daniel D. Suthers,et al.  A unified framework for multi-level analysis of distributed learning , 2011, LAK.

[24]  Terry Anderson,et al.  Modes of Interaction in Distance Education: Recent Developments and Research Questions , 2003 .

[25]  Charles M. Reigeluth,et al.  Instructional Design Theories and Models : An Overview of Their Current Status , 1983 .

[26]  D. Randy Garrison,et al.  Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education , 1999, Internet High. Educ..

[27]  Brent Muirhead,et al.  Enhancing Social Interaction in Computer-Mediated Distance Education , 2000, J. Educ. Technol. Soc..

[28]  Charles M. Reigeluth,et al.  What Is the New Paradigm of Instructional Theory , 1999 .

[29]  M. Moore.  Editorial: Three types of interaction , 1989 .