S.P.E.A.K.–DFIAm Framework: A Digital Reinvention of Flanders Interaction Analysis for SWAYAM and SWAYAM Plus Pedagogical Ecosystems in India

Digital learning environments such as SWAYAM and SWAYAM Plus represent India’s most ambitious experiments in large-scale open education. However, the effectiveness of these platforms depends not only on content quality but also on the interactive ecology between instructors, learners, and technology. Classical Flanders Interaction Analysis (FIAC), while effective in traditional classrooms, is inadequate for capturing the complexity of online pedagogical interactions.This paper introduces the S.P.E.A.K.–DFIAm Framework, an integrated analytical model that redefines interaction and engagement patterns in digital education. The S.P.E.A.K. framework (Supportive Influence, Prescriptive Direction, Engagement Response, Algorithmic Mediation, and Knowledge Silence) captures multi-agent participation across human and algorithmic interfaces. The DFIAm (Digital Flanders Interaction Analysis Model) complements it by coding digital verbal and non-verbal behaviours into interaction categories.Together, the two layers generate a Digital Pedagogical Interaction Index (DPII) for evaluating online course quality. Through conceptual analysis of SWAYAM and SWAYAM Plus courses, this paper demonstrates how the integrated framework offers diagnostic and developmental insight for digital pedagogy in Indian higher education.