Exploring the dynamic teaching-learning relationship in interactive learning environments

This study examines the teaching-learning relationship through a grounded theory approach, analyzing teaching and learning literature from 2018 to 2022 and incorporating in-depth interviews. Coding analysis identified key sub-relationships leading to the proposal of a new theory: the Dynamic Interac...

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Bibliographic Details
Published inInteractive learning environments Vol. 33; no. 7; pp. 4363 - 4393
Main Author Zhou, Hong
Format Journal Article
LanguageEnglish
Published Routledge 09.08.2025
Subjects
blended learning
educational technology
grounded theory
learning outcomes
teaching strategies
Teaching-learning relationship
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Summary:This study examines the teaching-learning relationship through a grounded theory approach, analyzing teaching and learning literature from 2018 to 2022 and incorporating in-depth interviews. Coding analysis identified key sub-relationships leading to the proposal of a new theory: the Dynamic Interaction Theory of Teaching and Learning. This theory illustrates how teaching settings, as well as teaching and learning factors, constitute external conditions that shape teacher-student interactions. This theory offers a novel perspective, emphasizing the evolving, dynamic nature of teaching and learning interactions, and proposes strategies for integrating subject knowledge to improve educational practices. The study proposes strategies for instructional improvement, focusing on developing a symbiotic teaching-learning pattern.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2025.2462149