A procedure that has been effective in teaching conversational skills to typically developing adolescents is the teaching interaction procedure, which involves describing the target behavior, why it should be used, when it should be used, and the steps in the skill, modeling the behavior, and having the learner role-play.
The implications of related studies will also be determinant of teacher and learner roles in the learning process.
Technology presence provides connectivity, ubiquitous access, and personalized services; while learner presence is characterized by autonomous and collaborative learner roles and efficient technology use.
Atef (2015) calls for more learner-centred learning and reshaping of teacher and learner roles while Picciano (2009) proposes replacing about one out of three lessons with media-rich online activities.
Instructor and learner roles are often confused.
These were related to learners' role, teachers' role, philosophy of constructivist view, instructional materials and learner's acquirements.
Regarding learners' role: whether they are reviewers or writers, it has been demonstrated as an important factor affecting their interactional feedback exchanges in peer review.
The point here is that there existed a socio-cultural problem with the learning culture of the students who thought they should be spoon-fed by the teachers and any methods putting emphasis on the learners' role was the indication of cruelty on the teachers' side.
Learners' role in enhancing their educational environment requires further attention, and opportunities could be explored in the programme to engage children in creating enriched school environments including the posting of pictures, diagrams, maps on school premises, which also encourage accidental and incidental learning.
Both spaces are affected by several factors, including type of texts, mode of peer review, training, learners' roles and other factors.
