Teaching learning interaction refers to the dynamic process where individuals engage in exchanges that facilitate understanding and knowledge acquisition. Based on expanded views of this process, it is best understood as a teaching-studying-learning process where the active role of the student is emphasized. Interaction is suggested as the central concept in this multifaceted exchange.
The Teaching-Studying-Learning Process
Traditionally, teaching might be seen as a one-way flow of information from teacher to student. However, a more effective educational model expands this to a teaching-studying-learning process. This framework highlights that learning isn't just about receiving teaching; it involves the student actively studying and processing information. Crucially, the active role of the student is emphasized, recognizing that learners are not passive recipients but active participants in constructing their own knowledge.
Interaction as the Central Concept
Within this expanded process, interaction is suggested as the central concept. This means that the exchanges occurring between participants are key to successful learning. Interaction isn't limited to the teacher speaking and the student listening; it includes:
- Teacher-Student Interaction: Questions, feedback, discussions, guidance.
- Student-Student Interaction: Group work, peer tutoring, collaborative projects, discussions.
- Student-Content Interaction: Engaging with materials, simulations, experiments.
- Student-Interface Interaction: Navigating digital learning platforms, educational tools.
These interactions allow for clarification, deeper processing, collaboration, and application of knowledge, making the learning process more effective and engaging.
Phases of Interaction
The reference indicates that interaction isn't just the moment of direct exchange but also includes stages before and after. Interaction can be divided into the phase preceding the interaction proper and the phase following it.
Think of a classroom discussion or an online forum post:
- Phase Preceding Interaction: This involves preparation. For a student, it might be reading the material, formulating questions, or completing a preliminary task. For a teacher, it might be planning questions, setting up activities, or reviewing student work beforehand.
- Interaction Proper: This is the actual exchange – the discussion itself, asking/answering questions, collaborating on a task, providing feedback, or engaging with content/tools.
- Phase Following Interaction: This involves processing and integrating the interaction. For a student, this might be reflecting on what was learned, revising notes, applying new understanding to a problem, or continuing study based on the interaction. For a teacher, it might be assessing student understanding, adjusting future lessons based on the interaction, or providing follow-up resources.
| Phase | Description | Examples (Student Perspective) | Examples (Teacher Perspective) |
|---|---|---|---|
| Preceding Interaction | Preparation and anticipation before the direct exchange. | Reading, researching, forming questions. | Planning, setting tasks, reviewing work. |
| Interaction Proper | The actual exchange; dialogue, collaboration, engagement with resources. | Asking/answering, discussing, working. | Facilitating, explaining, guiding. |
| Following Interaction | Processing, reflection, and application after the direct exchange. | Reflecting, revising, applying, studying. | Assessing, giving feedback, adapting. |
Understanding teaching learning interaction through this expanded view, emphasizing the student's active role and recognizing interaction as central with distinct phases, provides a comprehensive perspective on effective educational processes.
