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Levels of interaction and proximity: Content analysis of video-based classroom cases
ARTICLE

Internet and Higher Education Volume 11, Number 2, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

This study employed content analysis techniques to examine video-based cases of two websites that exemplify learner-centered pedagogies for pre-service teachers to carry out in their teaching practices. The study focused on interaction types and physical proximity levels between students and teachers observed in the videos. The findings regarding interaction demonstrated that video cases were more focused on teacher-centered interactions than learner-centered interactions. In terms of proximity, the analysis revealed that reciprocal interaction between students and teacher was most likely to happen if their physical distance from each other was the greatest. Findings and directions for future research are discussed in terms of the content of online video-based classroom cases.

Citation

Kale, U. (2008). Levels of interaction and proximity: Content analysis of video-based classroom cases. Internet and Higher Education, 11(2), 119-128. Elsevier Ltd. Retrieved June 17, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2008.06.004

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