The Principle of Vicarious Interaction in Computer-Mediated Communications
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Author
IJET Volume 7, Number 3, 2001 ISSN 1077-9124
Abstract
Prior research has identified four kinds of interaction that affect the learning process in distance education (Hillman, Willis, & Gunawardena, 1994; Moore, 1989). This article defines, characterizes, and describes a fifth form of interaction of particular importance to certain learners, especially within the context of computer-mediated communication (CMC). This newly defined concept is referred to as "vicarious interaction." During a pilot study, the author identified students as "direct interactors," "vicarious interactors," "actors," or "non-actors" (Sutton, 1999). Within this framework, the learning psychology associated with the process of vicarious interaction is comparatively analyzed. It is generally accepted that participatory interaction by students directly affects educational success; however, social and psychological characteristics of individual students often combine to inhibit their direct interaction. This article presents the principle that direct interaction is not necessary for all students, and that those who observe and actively process interactions between others will benefit through the process of vicarious interaction.
Citation
Sutton, L.A. (2001). The Principle of Vicarious Interaction in Computer-Mediated Communications. International Journal of Educational Telecommunications, 7(3), 223-242. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/p/9534.
© 2001 AACE