You are here:

The Principle of Vicarious Interaction in Computer-Mediated Communications
Article

, Arizona State University, United States

IJET Volume 7, Number 3, ISSN 1077-9124 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Full Text

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 October 4, 2023 from .

© 2001 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Bandura , A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs , NJ: Prentice Hall.
  2. Brandon, D.P., & Hollingshead, A.B. (1999). Collaborative learning and computer-supported groups. Communication Education, 48(2), 109-126.
  3. Damon, W. (1984). Peer interaction: The untapped potential. Journal of Applied Developmental Psychology, 5 , 331-343.
  4. Gorham, J. (1988). The relationship between verbal teacher immediacy behaviors and student learning. Communication Education, 37 , 40-53.
  5. Harasim, L. (1996). Online education: The future. In T.M. Harrison& T. Stephen (Eds.) , Computer networking and scholarly communication in
  6. Irani, T. (1998). Communication potential, information richness and attitude: A study of computer mediated communication in the ALN classroom
  7. Nalley , R. (1995). Designing computer-mediated conferencing into instruction. In Z.L.B.A.M.P. Collins (Ed.) , Computer-mediated communica-
  8. Piaget, J. (1985). The equ i libra t ion of cognitives truc tures: the en tra l problem of intellectual development (T. Brown& K.L. Thampy , Trans.). Chicago: University of Chicago Press.
  9. Ramsden, P. (1988). Improving learning: New perspectives. London: Kogan Page.
  10. Scheel, N.P., & Branch, R.C. (1993). The role of conversation and culture in the systematic design of instruction. Educational Technology, 23(8), 7-18.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Also Read

Related Collections