Interaction

Promoting interaction in face-to-face learning through use of ICTs

Jean Nasser, Memorial University of Newfoundland

Interaction in the classroom is been highly impacted by the delivery method of the course such as face-to-face, hybrid or online Brannan, 2005). When comparing the level of interaction among students in the three forms of course delivery methods studied, face-to-face interaction ratings among students were the lowest of all forms (Brannan, 2005). Donnelly (2009) reported that teachers have too many choices in selecting the type of interactions to include in their courses; however, they often do not know the extent of the interaction tools and how to use them efficiently to promote interactivity in the face-to-face classroom. Donnelly observed the lack of interactivity in education and suggested a solid need for effective students’ interaction. Domagk, Schwartz and Plass (2010) suggested that it is much less effective in a non-interactive learning setting, to promote interactivity among students and let them explore fully or examine specific task either individually or in a group environment.

Mostmans, Vleugels, and Bannier (2012) reported the need for educational reforms and to bypass what they called the traditional unidirectional teaching style and to use more hands-on, learner-centered approach in order to promote interactivity in a face-to-face learning environment. Oblinger (2004) described the interactivity and engagement of computer games as greatly positive, however, Oblinger acknowledged that a number of challenges and issues stay about how the games will be developed, implemented and accepted in higher education to increase interactive learning in the classroom.