Voice Interaction Online

This chapter examines the potential for voice activities to enhance online learning. Although research related to online writing tools (such as e-mail, discussion threads, blogs, and wikis) is growing and the use of synchronous and asynchronous voice tools (such as internet phone, VoiceThread and multimodal web conferencing) has developed rapidly, little is known about the effects of systematically implementing these voice tools in formal educational settings (Millard, 2010). This chapter first provides a brief overview of the available online voice systems, the design principles of online voice interaction, and prior research and frameworks regarding voice interaction in online and blended learning. It then reports on a study of a systematic application of an asynchronous voice recording system integrated into a learning management system in an undergraduate blended-learning English course. The research found that the voice system was adequately usable and was associated with a positive change in the students‘ perceptions of speaking English over the semester. Half of the students were reluctant to talk to an online program, whereas the other half were willing to do so. Regular use of online voice assignments encouraged high attendance rates for the in-person classes. This suggests the potential power of asynchronous online voice interaction to help support students‘ learning

Empirical Research on Learners' Perceptions: Interaction Equivalency Theorem in Blended Learning

This paper reports on an empirical research on the Interaction Equivalency Theorem posited by Anderson (2003a), consisting of the three elements of teacher-student-content interaction. Using an authordeveloped survey, the paper reports the priority order of interaction elements to assure learning quality with two parameters of learning modes and subject orientations. The inventory was tested in four universities with a total of 236 students. The results revealed that student-teacher interaction for face-to-face (F2F) and language-oriented course, and student-content for online and knowledge-oriented course were prioritized in students' perceptions to obtain higher satisfaction. In addition, the experience of increased asynchronous online written interaction with peers in the blended course design produced a change in the students' perceptions towards the necessary interaction elements. The research therefore adds empirical validity of the Theorem. Further research directions regarding the Theorem are also provided

Interaction Equivalency in an OER, MOOCS and Informal Learning Era

This theoretical paper attempts to clarify design issues that the field of education has encountered in the context of OER (Open Educational Resources), Massive Open Online Courses (MOOCs) and increased emphasis on informal learning, as examined through the lens of the Interaction Equivalency Theorem. An overview of the core concepts of the Interaction Equivalency Theorem (the EQuiv) is provided and an explanation of how the EQuiv framework can be used to analyze interaction designs for online and distance education. The paper applies EQuiv ideas to categorize three variants of MOOCs (xMOOCs, sMOOCs and cMOOCs), from the perspective of interaction design so as to elucidate the major design differences. In conclusion, this paper explores the changing role of formal education in an era of learning opportunity where online educational resources and opportunities are readily accessible and in many cases completely free of cost to the learner

The interaction equivalency theorem

This paper examines the key issues regarding The Interaction Equivalency Theorem posited by Anderson (2003a), which consists of the three interaction elements found in formal education courses among teacher, student, and content. It first examines the core concepts of the theorem and argues that two theses of different dimensions can be articulated in the theorem, namely, value and amount (or quality and quantity). Prior studies in distance education and blended learning that have tested the validity of the theorem concepts are also examined: all research results support the first thesis; however, further research is required to examine the second thesis. The paper highlights the key issues for further exploration as research schemes

Educational Technology : An Overview of the Field and Current Issues

This paper discusses some of the key issues that currently define the domains of educational technology. It first overviews historical transitions in the way the field has defined itself. Next, it discusses some specific issues commonly viewed as research interests in educational technology today. The paper concludes with the importance of tracking both the core issues such as instructional design theories and learning theories as well as lesser issues that take precedence at a given moment so as not to lose sight of either the big picture of educational technology as a whole or the specific trends within it

Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction

[EN] Web 2.0 technologies have become an integral part of our lives, transforming not only how we communicate with others, but also how language is taught and learned in the L2 classroom. Several studies have looked into the use of these tools and how they influence L2 learning (e.g. Jin, 2015; Wang & Vásquez, 2014), yet only one has compared the effects of two Web 2.0 technologies (Castaneda Vise, 2008). Thus, the aim of this study was to compare the impact that Facebook and blogs had on the writing skills, namely, writing fluency, lexical richness, and syntactic complexity, of Japanese EFL learners. Moreover, the authors examined the influence blogging and Facebook had on interaction, i.e., the number of comments the learners posted outside of class. Student attitudes towards using these tools for written English were also measured through a survey based on the technology acceptance model (Davis, 1989). Twenty-three students at a Japanese university participated in the study and were divided into a Facebook group (n = 14) and a blog group (n = 9) according to their classes. Both groups took part in a ten-week treatment consisting of weekly guided free-writings on their respective Web 2.0 applications. Pre- and post-tests were administered and non-parametric statistical tests were used to determine if any significant writing gains were made. It was found that students in both blogging and Facebook groups showed similar improvements in writing skills. However, blogging seemed to be more effective at promoting interaction and students who took part in this group retained more favorable attitudes on using blogging for L2 writing. It was concluded that Facebook may indeed present an environment where students can be distracted from more formal educational pursuits (e.g. Wang & Kim, 2014) even when they are in private Facebook groups, while blogging may support a more serious environment for improving L2 writing skills.Dizon, G.; Thanyawatpokin, B. (2018). Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction. The EuroCALL Review. 26(1):29-42. doi:10.4995/eurocall.2018.7947SWORD2942261Alm, A. (2015). Facebook for informal language learning. EUROCALL Review, 23(2), 3-18. Retrieved from http://polipapers.upv.es/index.php/eurocall/article/view/4665/4791Amir, Z., Ismail, K., Hussin, S. (2011). Blogs in language Learning: Maximizing Students' Collaborative Writing. Procedia Social and Behavioral Sciences, 18, 537-543. doi: 10.1016/j.sbspro.2011.05.079Browne, C. (2013). The new general service list: Celebrating 60 years of vocabulary learning. 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Thomas (Ed.), Handbook of research on Web 2.0 and second language learning (pp. 20-41). IGI Global.Pinkman, K. (2005). Using Blogs in the Foreign Language Classroom. The JALT CALL Journal. 1(1), 12-24.Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interaction in a componential framework. Applied Linguistics, 22(1), 27-57. doi: 10.1093/applin/22.1.27Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829-845. Retrieved from https://eric.ed.gov/?id=EJ943540Sykes, J. M., Oskoz, A., & Thorne, S. L. (2008). Web 2.0, Synthetic Immersive Environments, and Mobile Resources for Language Education. CALICO Journal, 25(3), 528-546.Tu, C., Blocher, M., & Ntoruru, G. (2008). Constructs for Web 2.0 learning environments: A theatrical metaphor. 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親子関係からみた『嵐が丘』の一考察

Emily Brontë の『嵐が丘』は、とりわけ翻案作品において、Catherine と Heathcliff の悲恋物語であるとされることが多い。しかし、Catherine と Heathcliff の成長過程（とりわけ親子関係）を考察すると、二人の成長のプロセスの相違ゆえに、お互いへの思いの質が異なっていることに気づく。つまりふつうの悲恋関係とよべるものではないのだ。しかも、Catherine と Heathcliff がその相違をお互いに理解できないからこそ、ますます激しくぶつかりあい、苦悩することになるのではないだろうか。本論では、Catherine と Heathcliff の関係とともに、Hindley の成長も考察することにより、第一世代の物語から第二世代への時の連なりが意味することも考えて見たい。It is often said that Wuthering Heights is a passionate love story about Catherine and Heathcliff, which could be universally agreed upon. But when this novel is read focusing on how they grew up and the relationship they had with their parents or guardians, one can see how different their feelings are toward each other, and how difficult it is to call their relationship a romantic love. In other words, Catherine's anguish is caused by a lack of understanding by her father, therefore she is anxious to find someone else who understands and really trusts her so that she can establish her identity. This is why Heathcliff came to be the most precious person for her. As for Heathcliff, when he was very young he was able to build a relationship of mutual trust with Mr. Earnshaw, and also with Catherine until he knew her engagement to Edgar. Since he was able to do this, he could establish his identity. For Heathcliff, Catherine is a romantic lover. They loved each other with an extreme passion, but the way they loved each other was so different it caused huge misunderstandings which led to the destruction of the two households. On the other hand, the second generation, Cathy and Hareton, was able to rebuild the household through a calmer love built on understanding. Through this sequence of events within these two generations, the overall theme of the story can be revealed