Digital Dialogue in Practice: Statistical Analysis of Teacher and Student Activities by Time and Number of Interactions

Abstract

This paper presents the results of research, which deals with the specifics of teaching using the digital dialogue method, in relation to traditional teaching. The research was conducted by three teachers, who recorded and wrote down their observations during the lessons. To quantify and categorize the obtained data, a modified Flanders’ interaction analysis was applied. In a period of 14 days, in 3 classes, 9 classes held with traditional teaching and 9 classes with the application of digital dialogue were recorded. The goal of the research was to obtain more precise information about how digital dialogue improves the quality of teaching, as well as to propose measures for its improvement based on this information. By analyzing the recordings, the most significant activities of the participants and teachers during the lesson were highlighted. Based on the obtained results, a T-test was used to compare the degree of interaction for these two applied teaching methods. The research required the calculation of several significance parameters, so a special Java application was created for that purpose. The results of the analysis indicate significant differences in the distribution of time and the level of activity of students and teachers, depending on the teaching method.