Reimagining Classroom Interactions: Mediated Learning Across Face-to-Face and Online Contexts for Inclusive and Sustainable Education
List of Authors
Farha Alia Mokhtar
Keyword
Mediated learning, Sociocultural theory, Blended learning, Teacher–student interaction, Digital pedagogy
Abstract
Universities worldwide are increasingly adopting blended and digital learning environments, reshaping how students interact with instructors, peers, and technological tools. In contexts where technology integration is uneven, these shifts raise questions about how learning interactions themselves are mediated across different instructional modalities. Despite substantial research on online learning, limited attention has been given to the comparative nature of interactional processes in face-to-face and fully online settings. This study addresses this gap by examining how students’ learning activities are mediated through social and material tools across these two environments, and by exploring the sociocultural factors that shape these interactions. Employing a qualitative case study at a Malaysian public university, data were gathered over six months through classroom observations and interviews involving two instructors and approximately 70 students, with ten students selected for in-depth participation. Drawing on a sociocultural perspective of mediation, the study investigates how learners’ interactions with people and tools are influenced by their physical and social environments. Findings reveal that while interactional patterns such as checking work, exchanging ideas, and seeking affirmation, remain consistent across modalities, their depth and quality differ significantly. In face-to-face settings, reciprocal collaboration, emotional support, and visual cues fostered engagement and spontaneous dialogue. In contrast, fully online learning relied heavily on tools such as WhatsApp, video calls, and voice notes, which supported communication yet limited immediacy, affective connection, and sustained participation. Students adapted by seeking assistance from peers, reflecting collective learning values and contextual resilience. The study highlights that learning is fundamentally social and context-dependent, mediated through dynamic interactions between humans and tools. It argues for reimagining education through blended learning models that integrate the affective and dialogic strengths of face-to-face instruction with the accessibility and flexibility of online environments to enhance inclusivity, innovation, and sustainability in higher education.