ABSTRACT This mixed-methods grounded theory study examined student and faculty perceptions of engagement in Interactive Television (ITV) courses. Survey participants from two regional higher learning institutions consisted of students (n = 442) and faculty (n = 99) with previous ITV experience. Data were analyzed using principal factor analysis, Independent T-test, and ANOVA. Qualitative data consisted of focus groups and student (n = 22) and faculty (n = 10) personal interviews. Factor analysis of survey data identified three engagement themes: dialogic, autonomous, and interpersonal. Significant differences were noted between student and faculty perceptions on all three factors. Faculty rated levels of dialogic and autonomous interaction lower than students, while students reported lower levels of interpersonal interaction. Qualitative coding revealed that students attribute lower dialogic and autonomous interactions to reduced interpersonal interactions. What initially emerged as a simple three-factor model of student engagement in quantitative analysis, became a model of three factors driven by one prominent factor – interpersonal interaction.

中文翻译：

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学生和教师对 ITV 教学的看法

摘要 这项基于混合方法的理论研究检验了学生和教师对参与互动电视 (ITV) 课程的看法。来自两个地区高等教育机构的调查参与者包括有过 ITV 经验的学生 (n = 442) 和教师 (n = 99)。使用主因子分析、独立 T 检验和方差分析对数据进行分析。定性数据包括焦点小组和学生 (n = 22) 和教职员工 (n = 10) 个人访谈。调查数据的因素分析确定了三个参与主题：对话、自主和人际关系。学生和教师对所有三个因素的看法都存在显着差异。教师对对话和自主互动的评价低于学生，而学生报告的人际互动水平较低。定性编码显示，学生将较低的对话和自主互动归因于人际互动的减少。最初出现的学生参与定量分析的简单三因素模型，变成了由一个突出因素驱动的三个因素模型 - 人际交往。