Developing a heatmap rubric to assess meaningful learning
A meta-analysis grounded in the interaction equivalency theorem
DOI:
https://doi.org/10.32674/qpnjjr41Keywords:
Heatmap Rubric, Meaningful Learning, Interaction Equivalency Theorem, Three-way InteractionAbstract
In the evolving landscape of education, understanding how different modalities of course delivery impact student learning is crucial. Anderson’s (2003) Interaction Equivalency Theorem (IET) provides a guideline for designing effective interactions in distance learning. Anderson’s theorem states that deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher, student–student, or student–content) is at a high level. High levels of more than one interaction mode may provide a more satisfying educational experience, although these experiences may not be as cost- or time-effective. While Anderson’s theorem was based on distance education, it can be extended to hybrid and traditional learning. The IET, as further discussed by Garrison (2017), emphasizes that a balance of student–content, student–student, and student–teacher interaction can lead to meaningful learning.
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