Instructional Interactivity Endeavor and Spiral Dynamics

Yıl 2003, Cilt: 20 Sayı: 1, 11 - 24, 30.06.2003

Murat Kahveci

Öz

It is commonly accepted in most educational research communities that delivery of instruction accompanied by interactivity will increase learning and improve instruction in practice. This article discusses operational definitions and levels of interactivity on the basis of the education literature (particularly in the field of computer-based instruction, cognitive science, and science education). However, in the literature, definitions and forms of interactivity are often confined by instructional media, such as computer programs and telecommunications technologies. The Spiral Dynamics model can be considered in an attempt to base conceptual parameters for the operation of interactivity on terms of human psychology and ability of learning.

Anahtar Kelimeler

Interactivity, interaction, knowledge construction, cognition, spiral dynamics, computer-based instruction.

Kaynakça

• Ashby, F. G. (1992). Multidimensional models of perception and cognition. Hillsdale, NJ: Erlbaum. Barretto, S. F. A., Piazzalunga, R., Guimaraes Ribeiro, V., Casemiro Dalla, M. B., & Leon Filho, R. M. (2003). Combining interactivity and improved layout while creating educational software for the web. Computers & Education, 40, 271- 284. Beck, D. E., & Cowan, C. C. (1996). Spiral dynamics. Malden, Massachusetts: Blackwell Publishers Inc. Bork, A. (1982). Interactive learning. In R. Taylor (Ed.), The computer in the school. New' York: Teachers College Press. Cezikturk, O., Kahveci, M., & Cirik, G. (2000). Interactivity in mathematics and science education. Paper presented at the International conference on M/SET 2000: Mathematics / Science Education & Technology, San Diego, California. Fulford, C. P. (1993). Can learning be more efficient? Using compressed speech audio tapes to enhance systematically designed text. Educational Technology, 33, 51- 59. Fulford, C. P., & Zhang, S. (1993). Perceptions of interaction: The critical predictor in distance education. The American Journal of Distance Education, 7, 8-21. Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). Thousand Oaks, CA: Sage. Jonassen, D. H. (1985). Interactive lesson designs: A taxonomy. Educational Technology, 26,7-16. Jonassen, D. H. (1988). Instructional designs for microcomputer courseware. Hillsdale, N.J.: Erlbaum Associates. Kahveci, M. (2001). The summative evaluation of the ecoventures program in terms of its interactivity component. Unpublished manuscript, Florida State University, Tallahassee. Kirsh, D. (1997). Interactivity and multimedia interfaces. Instructional Science, 25, 79- 96. Muirhead, B. (2002). Quality in distance education: Focus on on-line learning. ASHE- ERIC Higher Education Report, 29, 1-121. Rammell, C., Wedgeworth, L., Brown, C., Combley, R., Hewitt, C., Raybould, FI., Todd, J., & Williams, J. (1996). Collins Cobuild Learner's Dictionary’. Scarborough, England: Morton Word Processing Ltd. Ritchie, S. M., Tobin, K., & Hook, K. S. (1997). Teaching referents and the warrants used to test the viability of students’ mental models: Is there a link? Journal of Research in Science Teaching, 34, 223-238. Schwandt, T. A. (1994). Constructivist, interpretivist approaches to human inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 118-137). Thousand Oaks, CA: Sage. Schwier, R. A., & Misanchuk, E. R. (1993). Interactive multimedia instruction. New Jersey: Englewood Cliffs. Simpson, R. J., & Galbo, J. J. (1986). Interaction and learning: Theorizing on the art of teaching. Interchange, / 7, 37-51. Sims, R. (1997). Interactivity: A forgotten art? Computers in Human Behavior, 13, 157- 171. Tobin, K. (1993). Constructivism: A paradigm for the practice of science education. In K. Tobin (Ed.), The practice of social constructivism in science education (pp. 1-21). Hillsdale, NJ: Erlbaum. Von Glasersfeld, E. (1993). Questions and answers about radical constructivism. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 23-38). Hillsdale, NJ: Erlbaum. Wagner, E. D. (1989). Interaction: An attribute of good instruction or a characteristic of instructional technology’? Paper presented at the The Annual Meeting of the National University Continuing Education Association, Salt Lake City, UT. Wagner, E. D. (1994). In support of a functional definition of interaction. The American Journal of Distance Education, 8, 6-26. Wagner, E. D. (1997). Interactivity: From agents to outcomes. In T. E. Cyrs (Ed.), Wew directions for teaching and learning (Vol. 71). San Fransisco: Jossey-Bass Publishers. Wilber, K. (2000). Integral psychology’: Consciousness, spirit, psychology, therapy. Boston, Massachusetts: Shambala Publications, Inc.