Name
Abstract | ||
|---|---|---|
The current study demonstrates how mediated Learning Experience Theory uniquely characterizes a novel model that includes a mediating teacher in conjunction with distance delivery of information in a face-to-face classroom. According to this model, a teacher in the physical learning space plays a mediating role, and is assisted by a remotely-located, content expert. This study tested mediating behaviors of teachers in high school classes. Five main mediation components were tested within this framework which include: focusing (intentionality and reciprocity), meaning, transcendence, feelings of competence and regulation of behavior. A significant difference in the frequency of the mediation components was found among teachers who received instruction for mediated teaching. Likewise, a significant difference was found in communication cycles measured via the length of the communication chains. The proposed model helps plan mediated interactions suitable for overcoming limitations of distance environments. |
Year | DOI | Venue |
|---|---|---|
2020 | 10.1007/s10639-019-09938-8 | Education and Information Technologies |
Keywords | Field | DocType |
Video in education, Improving classroom teaching, Pedagogical issues, Distance education, Mediation in learning | Distance teaching,Intentionality,Computer science,Distance education,Learning experience,Pedagogy,Reciprocity (social psychology),Mediation (Marxist theory and media studies),Mathematics education,Feeling | Journal |
Volume | Issue | ISSN |
25 | 1 | 1360-2357 |
Citations | PageRank | References |
0 | 0.34 | 0 |
Authors | ||
4 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Aryeh Ben-Chayim | 1 | 0 | 0.34 |
| Iris Reychav | 2 | 94 | 13.43 |
| Roger McHaney | 3 | 116 | 17.47 |
| Baruch Offir | 4 | 27 | 5.29 |