Shared Perceptions of Professors about Instructional Interactivity

Research in education indicates that there is not a
settled view of what interactivity or interaction
mean for learning and instruction. This book
presents the research procedures and findings on the
perceptions of the faculty members at colleges of
education around the world about instructional
interactivity, by specifically undertaking a
comparative analysis of the key aspects surrounding
the functional definitions of interactivity, the
existence of interactivity in various instructional
settings, the attributes of interactivity as a
function of motivation and learning theories, and
the events of interactivity to discern any
relationships that might exist with respect to the
eight predictors; gender, age, present status,
highest degree obtained, geographic region, research
interest in interactivity, personal learning
preferences (the strength of the VARK score), and
institutional department. This work included
educational measurement in the form of valid and
reliable instrument development, literature from
many fields of education such as educational
technology, educational measurement, psychology,
science and mathematics education.

Autorentext
Murat Kahveci received his master's ('01) and doctorate ('05) degrees in science education as well as master's degree ('03) in physical chemistry from Florida State University. He worked at the University of Chicago as Lead Researcher Dr. ('07). Currently, he is an assist. prof. of chemistry education at Canakkale Onsekiz Mart University.

Klappentext
Research in education indicates that there is not a settled view of what interactivity or interaction mean for learning and instruction. This book presents the research procedures and findings on the perceptions of the faculty members at colleges of education around the world about instructional interactivity, by specifically undertaking a comparative analysis of the key aspects surrounding the functional definitions of interactivity, the existence of interactivity in various instructional settings, the attributes of interactivity as a function of motivation and learning theories, and the events of interactivity to discern any relationships that might exist with respect to the eight predictors; gender, age, present status, highest degree obtained, geographic region, research interest in interactivity, personal learning preferences (the strength of the VARK score), and institutional department. This work included educational measurement in the form of valid and reliable instrument development, literature from many fields of education such as educational technology, educational measurement, psychology, science and mathematics education.