Students prioritize teacher interaction for face-to-face learning but content interaction for online learning¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 5 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Across four university contexts, students ranked teacher interaction first for face-to-face instruction and content interaction first for online instruction. → Miyazoe 2010

Evidence¶

Miyazoe 2010¶

Miyazoe, T., & Anderson, T. (2010). Empirical Research on Learners' Perceptions: Interaction Equivalency Theorem in Blended Learning. European Journal of Open, Distance and E-Learning. http://www.eurodl.org/?article=397

q2 · i? · the article prints no effect size for this finding · associational · r1

Survey of 236 students across four universities using the Interaction Equivalency Theorem Indicator, with rankings coded into six priority patterns and analyzed in SPSS. The results section reports that "content is given first priority for the online mode" while teacher interaction leads for F2F. No inferential statistic is printed.

"overall, the students expect the interaction with the instructor (Patterns 1 & 2) to be the primary factor element in assuring learning quality in the case of the F2F interaction, whereas content is given first priority for the online mode (Patterns 5 & 6)."

Discussion¶

Related Claims¶

• Blended Learning Improves Outcomes — related
• Students prioritize teacher interaction in skill-oriented language courses but show no unified preference in knowledge-oriented general education courses — related
• Students' general expectations of interaction for learning quality show no single priority order common to all — related
• In a survey of 236 blended-learning students, learners readily ranked teacher, student and content interaction, which the authors read as supporting both theses of the Interaction Equivalency Theorem — a broader claim this one bears on
• Face-to-face components are used mainly for orientation while monitoring of learning progress is carried out online — related
• University philosophy teachers prioritize fostering students' intellectual growth over transmitting content — related