LAUSR

The current study demonstrates how mediated Learning Experience Theory uniquely characterizes a novel model that includes a mediating teacher in conjunction with distance delivery of information in a face-to-face classroom. According to this model, a teacher in the physical learning space plays a mediating role, and is assisted by a remotely-located, content expert. This study tested mediating behaviors of teachers in high school classes. Five main mediation components were tested within this framework which include: focusing (intentionality and reciprocity), meaning, transcendence, feelings of competence and regulation of behavior. A significant difference in the frequency of the mediation components was found among teachers who received instruction for mediated teaching. Likewise, a significant difference was found in communication cycles measured via the length of the communication chains. The proposed model helps plan mediated interactions suitable for overcoming limitations of distance environments.