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I defend the Interaction Equivalency Theorem. It is not just due to the birthday-defend group that I have been categorized in but also the call for distance and online education and the need for educators to change and increase learners’ educational experiences. There are two main reasons that I think the Interaction Equivalency Theorem can lead to promising education designs, benefit both educators and students, and maximize learning outcomes in this online learning\/teaching era.<\/p>\n
I think that Interaction Equivalency Theorem can effectively mitigate the fatigue stemming from too much online teaching and meetings for teachers. Educators and learners have been forced to learn, teach, and work online since Covid-19 hit the world in 2019; till now, distance and online education has become the predominant method of instruction. Zoom fatigue or teaching fatigue starts to represent educators’ feelings while they struggle with how to best interact with learners via Email, Zoom, online learning platforms, and Teams (Massner, 2021). Kanuka (2011) points out that the level of interaction determines the quality of students’ learning experiences regardless of how they process the knowledge. To help students better understand and interact with learning content, teachers can plan for more high-quality online content and provide more online materials beforehand (Toney, Light, & Urbaczewski, 2021). Therefore, when the preparation is sufficient and the class design is interesting enough to keep the interaction between students and content on a very high level, the teacher-student interaction will be broadly reduced and release teachers from the online teaching fatigue.<\/p>\n
More, I deem that the Interaction Equivalency Theorem can effectively build knowledge of inquiry for students to learn in their own way in a large learning setting. The Interaction Equivalency Theorem can provide practical designs and mixes of interaction for educators to enhance distance education teaching and learning (Anderson, 2003). It also indicates that students will have more choices to discover their own way to communicate with peers, teachers, or content and achieve a high quality of learning experiences in distance education. \u00a0Given the large number of learners in each class in China, the Interaction Equivalency Theorem is perfect for achieving both course effectiveness and individual learning satisfaction. Also, Padilla Rodriguez and Armellini (2014) recommend that the design and delivery of effective online courses provided by the interaction equivalency theorem should rely on multiple types of interaction to ensure a more satisfying educational experience for a large group of learners and participants.<\/p>\n
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References<\/p>\n
Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning,<\/em> 4(2), 1\u201314.<\/p>\n Kanuka, H. (2011). Interaction and the online distance classroom: Do instructional methods effect the quality of interaction?. Journal of computing in higher education<\/i>, 23<\/i>(2), 143-156.<\/span><\/p>\n Massner, C. K. (2021). Zooming in on zoom fatigue: A case study of videoconferencing and zoom fatigue in higher education<\/i>. Liberty University.<\/p>\n Padilla Rodriguez, B. C., & Armellini, A. (2014). Applying the interaction equivalency theorem to online courses in a large organization. Journal of Interactive Online Learning<\/i>, 13<\/i>(2), 51-66.<\/p>\n Toney, S., Light, J., & Urbaczewski, A. (2021). Fighting zoom fatigue: Keeping the zoombies at bay. Communications of the Association for Information Systems<\/i>, 48<\/i>(1), 40-46.<\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" I defend the Interaction Equivalency Theorem. It is not just due to the birthday-defend group that I have been categorized in but also the call for distance and online education and the need for educators to change and increase learners’ educational experiences. There are two main reasons that I think the Interaction Equivalency Theorem … <\/p>\n