Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/5309
Title: Enhancing learner-learner interaction using video communications in higher education: Implications from theorising about a new model
Contributor(s): Smyth, Robyn  (author)
Publication Date: 2010
DOI: 10.1111/j.1467-8535.2009.00990.x
Handle Link: https://hdl.handle.net/1959.11/5309
Abstract: As visual connectivity improves, an opportunity to enrich and rethink the place of learning design in online and distance education is presenting itself. The opportunity is derived from the increasing scope for personalised synchronous interaction which has been missing in computer mediated communications (CMC) and previous generations of distance education. This paper presents a model which distinguishes between planned learner-content interaction and learner-learner interaction and suggests that a blend of planned and non-planned learner-learner interaction is worthwhile. It concentrates on technology enhanced learning using video communications which provide opportunities for more authentic online collaborative learning, formally and informally. This conceptualisation is underpinned by beliefs which promote constructivist and transformative learning in the hope of stimulating debate as universities focus more towards quality learning. The intent is to explore the implications of learning in higher education becoming enhanced in online environments as learner-learner dialogue occurs 'face-to-face', thus, extending the potential of online learner-content environments.
Publication Type: Journal Article
Source of Publication: British Journal of Educational Technology
Publisher: Wiley InterScience
Place of Publication: United Kingdom
ISSN: 1467-8535
0007-1013
Field of Research (FOR): 130103 Higher Education
130306 Educational Technology and Computing
130202 Curriculum and Pedagogy Theory and Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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School of Rural Medicine

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