Interaction Equivalency Theorem: deep formal learning is supported when one of three interaction forms is at a high level¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The Interaction Equivalency Theorem, posited by Anderson (2003a), holds that deep and meaningful formal learning is supported as long as one of the three forms of interaction — student-teacher, student-student, or student-content — is at a high level, while the other two may be minimal or eliminated. Thesis 2 states that high levels of more than one mode will likely provide a more satisfying educational experience, though possibly less cost- or time-effective. The article re-conceptualizes the Theorem as two core theses of quality (Thesis 1) and quantity (Thesis 2) and tests it empirically in blended learning contexts.

Design Implications¶

Context¶

Requirements¶

• Educators must be able to select which interaction type to prioritize given cost, sustainability, and pedagogical value constraints

Constraints¶

• Higher interaction across multiple modes may not be as cost or time effective as less interactive learning sequences

Target Learners¶

• higher education students in face-to-face, online, and blended learning

Target Learning Objectives¶

• learning quality assurance through appropriate selection of interaction types

Claims¶

• Interaction Priority Varies By Mode And Orientation [+M]
• Students prioritize teacher interaction for face-to-face learning but content interaction for online learning [+W]
• 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 [+W]

Related Theories¶

• Anderson's six modes of interaction as an architectonic model of online education

Examples¶

• Interaction Equivalency Theorem Indicator: a ranking inventory for students' preferred interaction elements

Key Sources¶

• 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