Which Type of Interpersonal Interaction Better Facilitates College Student Learning and Development in China:Face-to-Face or Online?

Purpose:This study attempts to explore how Chinese college students engage in face-to-facesynchronous and online asynchronous interactions and examine how the two different interacition types are associated with their academic learning(learning achievement and the developmentof research skills),satisfaction,and their perceptions of learning environments.DesignlApproach/Methods:A sample of 3,999 undergraduate students from a research university in Northern China participated in the survey.Aseries of cluster analysis,one-way analysisof variance,and hierarchical multiple regression were conducted.Findings:The cluster analysis results revealed that there were four types of learners amongthese students and thata large percentage of Chinese undergraduates were classified into eitherdigital communicators(36.16%)or passive interactors(32.71%).In general the face-to-facesynchronous interaction generated more desirable academic learning perceptions of the learn-ing environment,and higher satisfaction than the online asynchronous interaction in mostaspects.However,the asynchronous online interaction fostered student autonomy and contributed to students'completion of an in-depth thesis.OriginalitylValue:By distinguishing face-to-face synchronous versus online asynchronousinteractions,this study led toan enhanced knowledge of the interactive patterns of Chinesecollege students and uncovered the specific effects of the two types ofinterpersonal interactionsin Chinese research universities.

一种新设计的技术媒介远程教学模式理论分析框架

本文尝试建立一种新设计的技术媒介远程教学模式理论分析框架。首先指出教育技术学和教育传播学对研究技术媒介的远程教学的理论指导意义。在分析比较人际面授教学与技术媒介教学的基础上,进一步将技术媒介教学划分成技术环境中的面授教学和技术媒介的远程教学两类,随后集中论述技术媒介的远程教学的各种模式:教学信息传输模式、远程教学交互模式、远程学习模式,以及远程教学与远程学习的时空分离模式。最后,提出并讨论新设计的技术媒介远程教学模式的理论分析框架。