Three Types of Interaction

By K. Harry, Magnus John, D. Keegan. 2013

1,143 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ef4390ea949d5efdd923ea5adcd7fbafa05bb5c4

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Citations in the corpus

Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. (2018, methodology): “Moore (1993) identified three types of interaction inherent in effective online courses: (1) learner-to-learner interaction, (2) learner-to-instructor interaction, and (3) learner-to-content interaction.”
Key Factors for Determining Student Satisfaction in Distance Learning Courses: A Study of Allama Iqbal Open University (2011, background): “According to many researchers, the overall effectiveness and success of online education depends upon the interaction which is an essential element to a student learning (Fresen, 2007; Moore, 1993; Northrup, 2001).”
Active learning: The importance of developing a comprehensive measure (2015, background): “Active learning is also commonly associated with learning that involves interpersonal interaction between students and others (Chi, 2009; Chickering and Gamson, 1987; Hendriks and Maor, 2004; Moore, 1989).”
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning (2020, background): “These strategies should encourage student-to-instructor, studentto- student and student-to-content engagements (Moore 1993).”
The impact of artificial intelligence on learner–instructor interaction in online learning (2021, background): “Moore (1989) classified these interactions in online learning into three types: learner–content, learner–learner, and learner–instructor.”
Designing for Learning in an Open World (2012, background): “Moore identi fi es three forms of interaction in distance education: interaction between students and teachers, students and students, and students and content (Moore 1989 ) .”
Development and Validation of the Online Student Connectedness Survey (OSCS) (2012, background): “Moore (1989) classifies interaction into three categories: interaction with content, interaction with instructors, and interaction with peers.”
Comparing K-12 online and blended teaching competencies: a literature review (2018, background): “The left- and right-hand sides of the matrix represent learner interactions with content and with human agents such as teachers and peers (Moore, 1989).”
Beyond ‘doing time’: investigating the concept of student engagement with feedback (2011, background): “Indeed, engagement may often seem be a solitary process involving what Moore (1989) calls ‘learner-to-content interaction’, and what Holmberg (1986, cited in Hawkridge & Edirisingha, 2002) calls an ‘internal didactic conversation’.”
Social Presence within the Community of Inquiry Framework. (2011, background): “Indeed, objectivist-based distance learning theory suggests that higher-order cognition may be achievable through wide and varied combinations of learner–teacher, learner–content, and learner–learner interaction (Moore, 1989).”
Interaction in distance education and online learning: using evidence and theory to improve practice (2011, background): “Student–student interaction refers to interaction among individual students or among students working in small groups (Moore 1989).”
The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses (2016, background): “Community of Inquiry Taking into account the importance of interactions in online learning (Moore, 1989) and the social and cognitive nature of inquiry in a learning community (Garrison et al.”
From copying to learning: using exemplars to engage students with assessment criteria and feedback (2011, background): “Engagement is more than the sum of observed behaviours inside or outside the classroom, with peers or tutors; it also involves ‘[mental] interaction with content’ (Moore 1989).”