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An Examination of the Interactive Strategies in Virtual Classrooms
PROCEEDINGS

, National Sun Yat-sen University, Taiwan ; , Southern Taiwan University of Technology, Taiwan ; , Department of Applied Gerontology, Toko University, Taiwan

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study, by employing quasi-experimentation, empirically examines three different interactive strategies in the virtual classroom. The interactive strategies of control, feedback, and guidance are manipulated upon subjects in the experiment group and in the control group, and afterwards, subjects' online learning behaviors are then measured. Results indicate that the control strategy can effectively increase students' class attendance and length of time spent in class behaviors in the virtual classroom, while the feedback and guidance strategies does not significantly increase such effects.

Citation

Chen, H., Kao, P.y. & Yang, C.c. (2005). An Examination of the Interactive Strategies in Virtual Classrooms. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3066-3069). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2019 from .

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