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Advances in Social Sciences Research Journal – Vol. 10, No. 11
Publication Date: November 25, 2023
DOI:10.14738/assrj.1011.15887.
Motta, R. G., Santos, A. A., & Wyszomirska, R. M. A. F. (2023). Integrated Intermodal Model of Online Teaching-Learning: A Proposal
Focusing on Edu-Communication and Online Interactions. Advances in Social Sciences Research Journal, 10(11). 214-234.
Services for Science and Education – United Kingdom
Integrated Intermodal Model of Online Teaching-Learning: A
Proposal Focusing on Edu-Communication and Online
Interactions
Raffael Gonçalves Motta
State University of Health Sciences of Alagoas, Brazil
Almira Alves dos Santos
State University of Health Sciences of Alagoas, Brazil
Rozangela Maria de Almeida Fernandes Wyszomirska
Federal University of Alagoas, Brazil
ABSTRACT
The advent of the pandemic in the years 2020-2021 further deepened the
discussion about educational design that was guided by educational communicative
practices. The objective of this work was to develop an online teaching-learning
model focused on interaction and edu-communication. The study followed the
Integrated Mixed Research Strategy in five stages. Firstly, the problem and
objectives of the research were identified, by surveying the theoretical framework.
Next, a qualitative field study was conducted with qualitative meta-synthesis and
content analysis. The information collected revealed a correlation between the
content of the articles and the main approaches in the theoretical foundation,
pointing to a collaborative learning model in online teaching, with a focus on
learning communities, modularization of objectives and content, and emphasis on
interaction, being observed a lack in the methodological area of edu- communication and interrelations with interaction. To develop the Integrated
Intermodal Model of online teaching-learning, concepts from convergent
approaches and theories from the meta-synthesis sample were added. This resulted
in a prototype of online educational design for flexible, digital environments,
supported by ICTs, promoting reflection, interaction, autonomy, and dialogue. It is
important to highlight that the model requires additional replication, review,
testing, and validation.
Keywords: Online Education, Learning Theory, Learning Design, Interaction, Edu- communication.
INTRODUCTION
The social phenomenon of education plays an essential role in the transformation and active
participation of the individual in society, being impacted by the changes of eras and their
paradigms (1)
.
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Motta, R. G., Santos, A. A., & Wyszomirska, R. M. A. F. (2023). Integrated Intermodal Model of Online Teaching-Learning: A Proposal Focusing on
Edu-Communication and Online Interactions. Advances in Social Sciences Research Journal, 10(11). 214-234.
URL: http://dx.doi.org/10.14738/assrj.1011.15887
The face-to-face educational system, even today, is focused on a pedagogical logic founded in
the Industrial Revolution, which was based on direct interaction between students and
teachers, giving the teacher total control of the pedagogical process, being structured by age,
workload, and learning levels. The learning theories closest to the perspectives of this model
were Positivism/Objectivism and Behaviorism, which emphasized unidirectional
communication and the teacher's authority in the teaching-learning process (2; 3)
.
The arrival of the digital era required the adaptation of educational processes, due to the rapid
updating of information and professional practices. Distance Education (DE) has become more
direct with the advancement of Information and Communication Technologies (ICTs) and social
networks, incorporating technologies such as the internet, video conferencing, wikis, and
repositories, giving way to online education, which is characterized by the exclusive use of
networked instruments and means (online) to provide educational experiences, seeking to
develop collaborative, critical, contextualized and reflective learning, with a focus on student
autonomy(4; 5; 6; 7)
.
Reflective Learning Theories
Going beyond the perception of unidirectional communication and emphasizing the reflective
processes of learning, the cognitivist theory adopted an interactionist approach, considering
the mental processes in learning and their relationship with the object studied. Likewise,
constructivist theory emphasizes learning as a social process, dependent on the active attitude
of individuals and interaction with the environment (8; 9; 10; 11)
.
Two approaches have been prominent in the development of online education: connectivism
and online collaborative learning. Connectivism understands learning as a network of
information, in which active participants contribute to the fluidity of the network and develop
knowledge collectively (12) and the theory of online collaborative learning highlights the use of
computer networks to improve personal and social communication, reinforcing their
ubiquitous communication capacity and promoting the transfer of knowledge in a collaborative
and creative virtual environment (13)
.
Wenger and Lave’s (2008) situated learning theory (14) highlights legitimized peripheral
participation, where subjects are inserted and actively participate in a community of practice,
building knowledge contextually and collaboratively. Garrison, Anderson and Archer (2000)(15)
were the creators of the Community of Inquiry (CoI), whose central concept involves three
distinct presences - Cognitive, Social and Teaching - that interact to provide an educational
experience. The cognitive presence is related to the construction of meanings, the social
presence deals with the personal projection of the members and the teaching presence refers
to the structuring and facilitation of the learning design, such presences are interrelated as can
be seen in Figure 1. In education online, CoI faces linguistic challenges as communication is
predominantly textual, limiting non-verbal expression but at the same time offering time and
space for reflection and critical thinking (15)
.
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Figure 1: Community of Inquiry
Source: Garrison, Anderson e Archer (2000)
Learning Design Templates
The evolution of education driven by online technologies and the need for interaction brought
with them the first theoretical models of learning design. These models sought to develop
learning structures and objectives, using conceptual and practical tools. There is no single
conception, but interactions and complementation between models, which are tools for online
education (16)
.
Given the diversity of theoretical proposals and designs aimed at learning, the fulfillment of
their objectives and the ideal use of technologies, discussions arise about the possibility of
coexistence of these models and theoretical proposals in a single design. One of the approaches
that stand out in this field is the mapping of tools and pedagogies that contribute to the
implementation of learning designs by Conole, Dyke et al (2004) (17), which addressed the
multiplicity of theories present in the composition of learning environments and their various
tools for developing learning activities. The mapping model consists of six components: 1)
individual, where the individual is the focus of learning; 2) social: aimed at the development of
learning through interaction and collaboration mediated by the speeches of its actors; 3)
reflection, where directing this process to experiences is the basis of learning; 4) non-reflective:
based on learning mainly focused on developing skills, conditioning and memorization; 5)
information: where external structures make up the experience and knowledge material of
learning; 6) experience: when learning develops directly from practical experiences and
activities applied(17)
.
Picciano (2009) (18) presented a multimodal hybrid learning design composed of six
fundamental pedagogical objectives and their respective implementations. These objectives
encompass the delivery of content, social and emotional support through face-to-face contact
between students and teachers, the dialectical/questioning approach, the promotion of
reflection through reflective actions and group sharing, the facilitation of collaborative learning
with tools such as wikis and, finally, the synthesis and evaluation module, considered most
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Motta, R. G., Santos, A. A., & Wyszomirska, R. M. A. F. (2023). Integrated Intermodal Model of Online Teaching-Learning: A Proposal Focusing on
Edu-Communication and Online Interactions. Advances in Social Sciences Research Journal, 10(11). 214-234.
URL: http://dx.doi.org/10.14738/assrj.1011.15887
relevant by the author. The latter is essential in the teaching-learning process and is supported
by online teaching platforms, which enable transparency in the activity and in the assessment
itself, in addition to maintaining a continuous record open to consultation.
In 2017, Picciano (2017)(19) revisiting his work, proposed an integrated multimodal model of
online learning. The author adapts the assumptions of his hybrid model to the reality of Web
2.0, incorporating specific characteristics of online education, such as the concept of a learning
community. Based on Wenger's theories, lave (2008) (14), Garrison, Anderson and Archer
(2000) (15)
, Picciano emphasized the importance of interactions as a central characteristic of
this community. The main change consists of the inclusion of a seventh self-learning module,
which promotes student autonomy in the learning process and allows the coexistence of self- study activities and objectives with other learning modules, often made available through
adaptive software, being It is possible to observe its conceptual structure summarized in table
1 and its design in figure 2.
Table 1: Summary of the conceptual structure of Picciano's modules (2017).
Module Concept
Content Means of instruction through which information/knowledge is delivered.
Assessment Instruments for measuring performance and learning evolution.
Reflection Introspective and/or collective activity seeking to develop reflective teaching
and learning.
Social and emotional
support
The presence of the teacher or tutor to provide support to the student is
inherent to learning as a social phenomenon.
Dialectic/Questioning Based on the Socratic teaching method, it seeks to provide an environment
for collective and participatory discussion.
Collaborative learning Activities based on problem-solving by groups of students.
Self-directed study Independent study, commonly offered through adaptive software.
Source: Picciano (2017).
Figure 2: Integrated Multimodal Online Learning Model
Source: Picciano (2017)
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Educational Interactions
The discussion about interaction in the educational process has gained relevance in the main
learning design models. Moore's transactional distance theory (1986) (20) considered
interaction and knowledge transition as central elements of learning. The learning process is
facilitated by reducing the transactional distance, focusing on the communicational variables:
structure, dialogue and autonomy, conceptualized in Table 2, in this sense the transactional
distance is reduced due to the presence and intensity of the dialogue, these variables being the
first representations student interactions with the content, teacher and with the student or
another student (21)
.
Table 2: Concepts of transactional variables from Moore’s theory (1989)
Concept Description
Structure Teaching programs and learning goals, usually with objectives sensitive to the student's
needs, but determined by the teacher.
Dialogue Means of communication that allows easy and frequent interaction between student and
teacher.
Autonomy Learning process where the contents and goals are essentially determined by the learner and
their interests.
Sources: Adapted from Moore (1989).
In subsequent studies, Anderson and Garrison (1998)) (22) highlighted the importance of
interaction with content, especially with the increasing use of ICTs and the internet, including
audio and video conferencing tools. The interaction takes place in a bidirectional way and
involves teachers, content and students, highlighting three new types of interaction: teacher- teacher, teacher-content and content-content (22)
.
Based on a critical analysis of the variables proposed by Moore (1986)(20) flexibility is observed
in its conceptualization, especially when considering Anderson's (2003) interaction
equivalency theorem) (23) and Dron's (2006) transactional control model(24). The first highlights
the possibility of substituting forms of interaction in the educational process, depending on the
context and learning objectives, without compromising pedagogical quality. The second argues
that the variables’ structure, dialogue and autonomy are interdependent, varying depending on
who is in control of the educational process, be it teacher or student. However, Moore's (1986)
conception(20) faces methodological and empirical limitations, highlighted by Gorsky and Caspi
(2005) (25), mainly due to its reduction to a tautology, due to the inversely proportional
relationship between dialogue and transactional distance. Despite limitations, the concept of
interaction remains valuable and research continues to explore it over time. (25)
.
Edu-Communication and Educational Products in Online Education
The importance of interactions in online education highlights the need for solid educational
communication to achieve excellence in learning. Edu-communication, which involves the
interdependence between communication and education, emerges as an interdisciplinary
approach to carrying out this process. This encompasses interpersonal relationship and
communication actions, management of educational technologies and the transformation of
actors into producers within the social context. (26)
.
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Motta, R. G., Santos, A. A., & Wyszomirska, R. M. A. F. (2023). Integrated Intermodal Model of Online Teaching-Learning: A Proposal Focusing on
Edu-Communication and Online Interactions. Advances in Social Sciences Research Journal, 10(11). 214-234.
URL: http://dx.doi.org/10.14738/assrj.1011.15887
One of its main tools for edu-communication is the educational product, understood as a
resource aimed at facilitating the teaching-learning process, which should be thought of as an
educational moment and not the mere transmission of information, having content
representative of a multiplicity of discourses and not just centered on the knowledge of those
who produce it, seeking to generate new knowledge (27). Santos et al. (2019)(28) described the
CTM3 method for building educational resources, to reach their target audience as efficiently
as possible, with the aggregate use of the theories of Transactional Analysis, Multisensory
Application and Neurolinguistics. The first focused on the personality structures of Eric Berne's
theory, the second involved the application of sensory elements in the structuring components
of the resource and the third based on the inclusion of anchors in the product, through
subliminal communication approaches based on neurolinguistics (28)
. Therefore, edu- communication has become an important link in structuring online teaching-learning
processes, as self-directed learning activities become part of the everyday educational context,
giving greater weight to how asynchronous communications are structured to meet your
educational goals (26)
. Faced with the need for a new look at online learning aimed at designers
integrated with interaction, learning theories and edu-communication, the present study was
carried out, which resulted in the development of an online teaching-learning design oriented
towards edu-communication and interactions.
METHODOLOGY
This is a descriptive and exploratory study, aimed at deepening and improving the field of
online teaching-learning design, through the Integrated Mixed Research Strategy (EPMI), which
uses multiple qualitative methods: qualitative meta-synthesis, content analysis and design
thinking (29)
.
EPMI consists of five stages:
1- Identification of the problem and objective of the study - definition of the theme,
problem and objectives of the research;
2- Survey of a brief theoretical framework - structuring a theoretical foundation, not
comprehensive, that allows a first contact with the theme to be worked on;
3- Qualitative field study - through a qualitative meta-synthesis, adapted from Matheus
(2009) (30), in six steps: Identification of interest in the study topic and the research
objective; Selection of relevant content; Reading and re-reading data to identify relevant
content; Presentation of the relationships between the content and its results; Making
broad and well-founded statements and preparing a new interpretation (31);
4- Association of techniques – for the analysis of content from the qualitative meta- synthesis, Bardin’s content analysis (2016) was associated with it. (32), in three steps:
Pre-analysis; Exploration of the material and, Treatment of results;
5- Elaboration of the online teaching-learning design prototype - the Design Thinking (DT)
method was used, considering its systematic proposition of solutions to educational
problems, especially with the use of ICTs, using the conception of Farias and Mendonca
(2021) which structures DT into the following phases: immersion, analysis and
synthesis, ideation, prototyping and product.
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be able to reach them, considering their theoretical and methodological approach appropriate
to the educational experience. Always considering the interaction between its subjects, with
products and interfaces, within a culturally appropriate learning process, generating a sense of
community through the motivation and common interest of its actors. Thus, generating a
reflective educational experience (45; 20; 28; 14)
.
Prototyping and Graphic Design:
For the elaboration and graphic design of the prototype of the Integrated Intermodal Model of
Online Education, it was decided to represent the constitution process through a procedural
cycle that brings together the production phases presented by the ADDIE model and the CTM3
method, considering that both represent methodological propositions of building educational
processes.
The ADDIE model is a classic instructional design model, featuring an evolutionary structure
for creating online educational environments, with a perception of continuity between phases
(5), as seen in the following figure:
Figure 3: Graphical representation of the ADDIE model
Source: Adapted from Bates (2017)
The analysis stage identified the internal and external variables for designing the teaching- learning process. In the design stage, the learning objectives, the media used to propose the
content and the planning of the didactic sequence are determined. The development stage
focused on the practice of building the planned tools, strategies and activities and the entire
teaching-learning structure, while implementation represented the moment of preparation of
educational actors and the practical disposition of what was designed and developed. Finally,
we have the evaluation phase, which should focus on feedback and collection of data relevant
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All of these structures are permeated by the CTM3 method, which guides educational
communication in all aspects, from structure design to the language used in autonomous
learning environments. The integration of these approaches reflects the development of a
learning design oriented towards interaction and edu-communication (28)
.
Furthermore, considering online collaborative learning, based on network technologies,
accessibility, ubiquitous communication and mutual collaboration, we realize that the
configuration of an online teaching-learning design aligns with the conception of a collaborative
learning community. Essential tools include dialogue as a broad means of communication and
access to information, covering social and emotional support, as well as autonomy, which
involves motivation, interest and self-directed learning. The structure, in turn, represents the
instructional components, such as content, theme, objectives, activities, educational products
and ICTs, adapted to the structure of the educational experience (15; 13; 21; 19; 14)
.
It is based on these inferences that the structure of the Integrated Intermodal Method is
configured, as can be seen in the following figure:
Figure 5: Integrated Intermodal Method.
Source: Author himself.
From here, the development stage is understood as a distribution of Picciano (2017) modules
(19) products of interactions between Moore's communication variables (1989) (21), some of
which are recognized as components of the presences defined by the CoI of Garrison, Anderson
and Archer (2000)(25)
. So, we begin to understand the development stage as follows:
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CONCLUSION
After developing this entire journey of deepening the field of online education, especially in
discussions related to the effectiveness of interactions and edu-communication, the structuring
of online teaching-learning designs is understood as a process that involves a wide diversity of
approaches that coexist within an educational structure. In this sense, the presence of each
approach adjusts to the educational need, its objectives and the proposition designed for each
of its activities and educational products.
However, when consulting the reality of approaches within qualitative experiences, it was
possible to identify the existence of some of these in a paradigmatic position, making them
inherent in the elaboration of any online educational context, namely transactional distance,
communities of practice and inquiry and online collaborative learning. By correlating such
approaches with current design models, the intrinsic relationship between them and Picciano's
(2017) integrated multimodal model was identified. (19), based on this interrelationship
between the approaches, it was possible to configure an online teaching-learning design that
brings together the best practices used in the educational field, however, a lack was observed
in the methodological field of edu-communication, found in the proposed CTM3 framework
method to overcome this lack, from this confluence of proposals emerges the integrated
intermodal model of online education.
The permeability existing in this model allows the designer to structure flexible and complex
educational experiences, nevertheless aligned with a structural body of the online educational
environment, where the entire experience is permeated by edu-communication and
educational interaction. In this way, the teaching-learning process is understood as a
multifactorial educational experience, determined mainly by its educational objectives and the
experiences provided by the context in which it is inserted, also embedded in a collective and
collaborative communicative and interactional process for the acquisition of knowledge
common interest of its members.
In any case, this study demonstrated the possibility of planning and structuring a multiple,
interactive and communicational online teaching-learning process with theoretical-practical
support presented by the qualitative studies that provided the basis for its epistemological
discussions, without preventing it from being reviewed., updated and mainly tested in practical
experiences that confirm the inferences presented in its preparation. Therefore, it is important
to highlight that the model requires additional replication, review, testing and validation.
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