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Strategies for Enhancing and Evaluating Interactivity in Web-Based Learning and Teaching

Strategies for Enhancing and Evaluating Interactivity in Web-Based Learning and Teaching

Adams B. Bodomo
Copyright: © 2010 |Volume: 5 |Issue: 4 |Pages: 26
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781613502211|DOI: 10.4018/jwltt.2010100102
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MLA

Bodomo, Adams B. "Strategies for Enhancing and Evaluating Interactivity in Web-Based Learning and Teaching." IJWLTT vol.5, no.4 2010: pp.18-43. http://doi.org/10.4018/jwltt.2010100102

APA

Bodomo, A. B. (2010). Strategies for Enhancing and Evaluating Interactivity in Web-Based Learning and Teaching. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 5(4), 18-43. http://doi.org/10.4018/jwltt.2010100102

Chicago

Bodomo, Adams B. "Strategies for Enhancing and Evaluating Interactivity in Web-Based Learning and Teaching," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 5, no.4: 18-43. http://doi.org/10.4018/jwltt.2010100102

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Abstract

Interactivity is often discussed in constructivist approaches to education, which enable the student to evolve, understand, or construct new ideas from existing concepts. Constructivist approaches rely on active participation in the learning situation. Interaction and participation are crucial ingredients in the learning process. But interactivity, as a specific learning concept that underlies the general notions of interaction and participation, is not easily tracked and evaluated. This paper examines how to evaluate interactivity. It outlines a number of criteria and student activities to evaluate success in interactive web-based teaching. These theoretical issues are illustrated in the context of two linguistics courses that involve both web-based course delivery and face-to-face course delivery. Measures taken to achieve interactivity in these courses are discussed before proposing qualitative and quantitative criteria for evaluating interactivity. Teachers in higher education can encourage students to have a more positive attitude through effective ways of increasing interaction, such as structuring the learning environment in such a way as to achieve a ‘conversational learning community’, a learning model that promotes informal, relaxed, and interactive communities of learners and teachers.

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