In-service teachers' conceptualization of implementing interactive learning in online and face-to-face teaching contexts: challenges and opportunities

Educational directors and teachers have shown tremendous interest in developing interactive learning environments in educational contexts. This study examined the conceptualization of face-to-face teachers (n = 35) and online teachers (n = 26) in implementing interactive learning. A mixed-methods design using questionnaires and interviews was utilized. Results indicated that the face-to-face and online teachers conceptualized interactive learning in different ways. The online teachers provided a more technology-driven definition of interactive learning; however, the face-to-face teachers viewed interactive learning in a more traditional way and equated interactive learning with collaborative learning in the form of physical collaboration of students. Both cohorts of participants held positive attitudes toward implementing interactive learning. Significant differences were identified regarding the confidence levels of the face-to-face and online teachers in implementing interactive learning. While the online teachers seemed to be confident in implementing interactive learning, the face-to-face teachers were slightly or moderately confident in implementing interactive learning. The perceived challenges towards implementing interactive learning comprised teachers' inadequate knowledge of implementing interactive learning, the lack of access to interactive learning software tools/applications, the lack of digital facilities in the classroom, and the lack of training on implementing interactive learning.