Title: K12 teacher-student interaction patterns in the smart classrooms

Authors: Zehui Zhan; Qianyi Wu; Wenchang He; Shuyue Cheng; Jinyao Lu; Yining Han

Addresses: School of Information Technology in Education, South China Normal University, Guangzhou, 510631, China ' School of Information Technology in Education, South China Normal University, Guangzhou, 510631, China ' School of Information Technology in Education, South China Normal University, Guangzhou, 510631, China ' School of Information Technology in Education, South China Normal University, Guangzhou, 510631, China ' School of Information Technology in Education, South China Normal University, Guangzhou, 510631, China ' School of Information Technology in Education, South China Normal University, Guangzhou, 510631, China

Abstract: This paper examined the teacher and students' interaction behaviours in smart classrooms (SC) and traditional multi-media classrooms (TMC), in order to compare the features on interaction patterns between these two classroom settings, and visualise the existing problems of in-class teaching. Ten courses were recorded and analysed. Five of them were carried out in SC and five were in TMC. A scene-based teacher-student interaction behaviour scheme was setup, and a total of 1,874 pieces of behaviours were collected and coded sequentially. Then, the lag sequence analysis (LSA) was adopted for visualising the behaviour pattern diagram. Results indicated that, in SC settings, significantly more teacher-student interactions took place, and the amount of time spent on group activities was increased. Besides, the smart classroom is helpful to improve teacher-student interaction with richer and higher efficiency. The pedagogy has been changed from Q&A-based teaching in TMCs to inquiry- and group-based learning in SCs.

Keywords: smart classroom; traditional multi-media classroom; TMC; teacher-student interaction; behaviour coding; lag sequence analysis; LSA.

DOI: 10.1504/IJIL.2021.114511

International Journal of Innovation and Learning, 2021 Vol.29 No.3, pp.267 - 286

Received: 21 Sep 2019
Accepted: 04 Feb 2020

Published online: 03 Mar 2021 *

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