Interaction is the success factors that support online learning pedagogy that can enhanced the learning and teaching process, increased students’ satisfaction and learning outcomes. This paper reviewed empirical studies on interaction in online learning. In order to achieve the aim, the study was conducted qualitatively in the form of document review study. Conclusively, there were three common types of interaction that have been cited frequently in the literature: Learner–learner, learner–instructor and learner–content. However, this study embedded the collaboration theory where learners take full responsibility to their learning with instructor guide. Therefore, the interaction between learner–learner and learner–instructor should be emphasized.

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This study aims to generate empirical evidence on the validity and reliability of Perception of Online Collaborative Learning Questionnaire (POCLQ) using Rasch model. The questionnaire was distributed to 32 (N=32) Diploma Hotel Catering students from Politeknik Ibrahim Sultan, Johor (PIS). Data obtained was analysed using WINSTEP version 3.68 software. The finding showed that POCLQ had high reliability with five categories of difficulties items. So, it can be concluded that POCLQ is reliable and strongly accepted. Meanwhile, analysis of items fit showed there were six items that are not in the specified range and based on standardised residual correlation measurement value; there were five items found to be overlapped that should be dropped. All the items that needed to be dropped based on the analysis of result had been refined and retained for the purpose of the study and based on expert's view. Therefore, all items remained after Rasch analysis. It is hoped that this study will give emphasis to other researchers about the importance of analysing items to ensure the quality of an instrument being developed.

Interest in collaboration is a natural outgrowth of the trend in education toward active learning. Many researchers have found that the advantages of collaborative learning; improves academic performance, promotes soft skills development (i.e., communications, collaboration, problem-solving and critical thinking skills), and increases satisfaction in the learning experience. Nevertheless, several studies have reported the complete opposite. In that respect, based on previous findings, three elements that are involved in the effectiveness of Online Collaborative Learning Environments are; Learning Environment, Learning Task, and Learning Interaction. This report proposes to determine the elements that can clarify all of the previously identified factors. Using the same approach as prior work, this study was conducted qualitatively; in the form of a document review. The outcome of this work suggests that (i) the learning interaction factor consists of learner-learner interaction and learner-teacher interaction elements, (ii) the elements of the learning design factor are content, process, evaluation, and time constraint, and (iii) usability, accessibility and stability are the ingredients of the learning environment factor. This study also proposes an Online Project-Based Collaborative Learning model. This model is currently only in a conceptual phase and requires significant development before it can be used to gather data. Therefore, in the next stage of this study, a prototype will be designed and developed; based on the proposed model.

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