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
Chapter Title

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

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID2177
Book TitleBlended learning: concepts, methodologies, tools, and applications
Authors
AuthorKille, Tarryn L.
EditorsKhosrow-Pour, Mehdi
Page Range1596-1618
Chapter Number76
Number of Pages23
Year2017
PublisherIGI Global
Place of PublicationUnited States
ISBN9781522507833
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.

Keywordsformative feedback, self-assessment, assessment rubric, online learning
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
Public Notes

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Byline AffiliationsGriffith University
Institution of OriginUniversity of Southern Queensland
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