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    Redefining Interactivity in E-Learning

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    Author
    Moore, Tyler
    Affiliation
    UA South Educational Technology
    Issue Date
    2015
    Keywords
    e-learning
    interactivity
    interactive
    online education
    learner-center education
    learning
    learners
    teacher attitudes
    technology
    technological change
    teacher concerns
    instructor
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    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the UA South Educational Technology Graduate Program and the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Collection Information
    This item is part of the Educational Technology Graduate Papers collection. For more information about the Educational Technology Program at the University of Arizona, visit http://edtech.arizona.edu/. Email repository@u.library.arizona.edu with questions about items in this collection.
    Publisher
    The University of Arizona.
    Abstract
    Since the advent of distance learning, interaction has played a crucial role in learner satisfaction and more recently the quality of learning online. Even though the crucial nature of incorporating interactive learning environments is not lost on the education community, it has been at troubling odds with meeting the expectations of learners and establishing why some proposed “interactive” activities fail. Because technology has changed, offering varying levels of interaction between learner-learner, learner-instructor, and learner-content some argue that re-conceptualizing interactive can provide unique learning advantages. This literature review explores the most vital aspects of interactivity, the variables that determine its appropriateness and significant findings as they pertain to meeting the expectations of e-learning.
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