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Education and Information Technologies
Erschienen in: Education and Information Technologies 1/2020

22.06.2019

Mediating teacher for distance teaching and learning model: An exploration

verfasst von: Aryeh Ben-Chayim, Iris Reychav, Roger McHaney, Baruch Offir

Erschienen in: Education and Information Technologies | Ausgabe 1/2020

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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.
Vorheriger Artikel Blended learning in computing education: It’s here but does it work?
Nächster Artikel Integration of technology by novice mathematics teachers – what facilitates such integration and what makes it difficult?

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Metadaten
Titel
Mediating teacher for distance teaching and learning model: An exploration
verfasst von
Aryeh Ben-Chayim
Iris Reychav
Roger McHaney
Baruch Offir
Publikationsdatum
22.06.2019
Verlag
Springer US
Erschienen in
Education and Information Technologies / Ausgabe 1/2020
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI
https://doi.org/10.1007/s10639-019-09938-8

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