Mediating teacher for distance teaching and learning model: An exploration

Aryeh Ben-Chayim, Iris Reychav, Roger McHaney, Baruch Offir

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

The current study demonstrates how mediated Learning Experience Theory uniquely characterizes a novel model that includes a mediating teacher in conjunction with distance delivery of information in a face-to-face classroom. According to this model, a teacher in the physical learning space plays a mediating role, and is assisted by a remotely-located, content expert. This study tested mediating behaviors of teachers in high school classes. Five main mediation components were tested within this framework which include: focusing (intentionality and reciprocity), meaning, transcendence, feelings of competence and regulation of behavior. A significant difference in the frequency of the mediation components was found among teachers who received instruction for mediated teaching. Likewise, a significant difference was found in communication cycles measured via the length of the communication chains. The proposed model helps plan mediated interactions suitable for overcoming limitations of distance environments.

Original languageEnglish
Pages (from-to)105-140
Number of pages36
JournalEducation and Information Technologies
Volume25
Issue number1
Early online date22 Jun 2019
DOIs
StatePublished - 1 Jan 2020

Bibliographical note

Publisher Copyright:
© 2019, Springer Science+Business Media, LLC, part of Springer Nature.

Keywords

  • Distance education
  • Improving classroom teaching
  • Mediation in learning
  • Pedagogical issues
  • Video in education

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