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

Edited book (chapter)

Kille, Tarryn L.. 2017. "Understanding strategies of teacher-student interaction: the impact on student experience and learning outcomes in online education." Khosrow-Pour, Mehdi (ed.) Blended learning: concepts, methodologies, tools, and applications. United States. IGI Global. pp. 1596-1618

Authors
Chapter Title	Understanding strategies of teacher-student interaction: the impact on student experience and learning outcomes in online education
Book Chapter Category	Edited book (chapter)
ERA Publisher ID	2177
Book Title	Blended learning: concepts, methodologies, tools, and applications
Author	Kille, Tarryn L.
Editors	Khosrow-Pour, Mehdi
Page Range	1596-1618
Chapter Number	76
Number of Pages	23
Year	2017
Publisher	IGI Global
Place of Publication	United States
ISBN	9781522507833
	9781522507840
Digital Object Identifier (DOI)	https://doi.org/10.4018/978-1-5225-0783-3.ch076
Web Address (URL)	https://www.igi-global.com/chapter/understanding-strategies-of-teacher-student-interaction/163594
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.
Keywords	formative feedback, self-assessment, assessment rubric, online learning
Contains Sensitive Content	Does not contain sensitive content
ANZSRC Field of Research 2020	390102. Curriculum and pedagogy theory and development
Public Notes	Files associated with this item cannot be displayed due to copyright restrictions.
Byline Affiliations	Griffith University
Institution of Origin	University of Southern Queensland

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