Publication Info
Type Book
Year 2009
Venue Saarbrücken: VDM Verlag Dr. Müller.
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Shared perceptions of professors about instructional interactivity

Kahveci M

2009 — Saarbrücken: VDM Verlag Dr. Müller.

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Citation (APA)

Kahveci M (2009). Shared perceptions of professors about instructional interactivity. Saarbrücken: VDM Verlag Dr. Müller.

Abstract

Research in education indicates that there is not a settled view of what interactivity or interaction mean for learning and instruction. This book presents the research procedures and findings on the perceptions of the faculty members at colleges of education around the world about instructional interactivity.

The study undertook a comparative analysis of key aspects, including: functional definitions of interactivity, its existence in various instructional settings, its attributes as a function of motivation and learning theories, and the events of interactivity. Relationships were discerned with respect to eight predictors: gender, age, present status, highest degree obtained, geographic region, research interest in interactivity, personal learning preferences (VARK score), and institutional department. This work included valid and reliable instrument development and synthesized literature from educational technology, educational measurement, psychology, science, and mathematics education.

BibTeX

@book{an, title = {Shared perceptions of professors about instructional interactivity}, author = {Kahveci M}, year = {2009}, publisher = {Saarbrücken: VDM Verlag Dr. Müller.}, abstract = {Research in education indicates that there is not a settled view of what interactivity or interaction mean for learning and instruction. This book presents the research procedures and findings on the **perceptions of the faculty members at colleges of education around the world about instructional interactivity**. The study undertook a comparative analysis of key aspects, including: functional definitions of interactivity, its existence in various instructional settings, its attributes as a function of motivation and learning theories, and the events of interactivity. Relationships were discerned with respect to eight predictors: gender, age, present status, highest degree obtained, geographic region, research interest in interactivity, personal learning preferences (VARK score), and institutional department. This work included valid and reliable instrument development and synthesized literature from educational technology, educational measurement, psychology, science, and mathematics education.} }