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 December 15, 2019 from https://www.learntechlib.org/p/102568/.

Keywords

• Case Method (Teaching Technique)
• Classroom Environment
• Classroom Interaction
• Computer Assisted Instruction
• content analysis
• Digital videos
• educational technology
• field experience
• interaction
• Physical proximity
• preservice teacher education
• Protocol Materials
• Proximity
• teacher education
• Teacher Student Relationship
• teaching methods
• Web Sites