Interaction in distance‐learning courses

Abstract

The article provides an in-depth analysis of previous literature that led to the understanding of the four interactive components of "e" learning and how we can utilize these components to maximize the positive and minimize the negative results of "e" learning. The four interactive dimensions of "e" learning are the following three originally described in Moore's editorial (1989): (1) interaction with the content, (2) interaction with the instructor, (3) interaction with the students, and an additional new fourth dimension, interaction with the system, which considered all of the new computer technology since his article. In our viewpoint we will highlight the impact that this fourth technological interactive dimension has on the results of "e" learning. The question then is not "to 'e' or not to 'e'," since "e" learning is already an essential factor of our contemporary learning environment. The question is how to "e", based on the understanding of the four interactive components of "e" learning, and the understanding that these four types of interactions are different from the ones we are accustomed to in the traditional learning environment.

Succeeding Alone and Together - University Students’ Perceptions of Caring Online Teaching

“…This was also noted by Greg Kearsly almost 17 years ago. He noted that online teaching in virtual classrooms is very different from a traditional lecture hall but the teacher's ability to use interaction-related tools variedly in online teaching can positively influence the success and the satisfaction of the students who participant in these kinds of courses (Kearsly, 2000; see also Bouhnik & Marcus, 2006;Tian et al, 2011).…”

“…For example, Bouhnik and Marcus (2006) ISSN 2162-6952 2017 be used for predicting whether a student might drop out of, or otherwise fail to achieve satisfactory results in an online course. These were clarity of design, interaction with instructors, and active discussion in the context of the course; the lack of self-motivation and the inability to structure one's own learning; an absence of previous experience with distance learning; and forced participation in distance learning (see also Bouhnik & Marcus, 2006, p. 300).…”

“…Nowadays, more and more teaching takes place in online environments and especially for university students the flexibility that these teaching arrangements provide have become very important (Bouhnik & Marcus, 2006;Lindstrom, 2012;Tallent-Runnels, Thomas, Lan, Cooper, Ahern, Shaw, & Liu, 2006). Online teaching enables participation regardless of place and usually, for example, lectures can also be watched afterwards and again and again from recordings.…”

An Analysis of the Effect of a Cyber Home Learning System on Korean Secondary School Students’ English Language Achievement and Attitude

“…The benefit of access to these materials is that it forces educators to give learners greater autonomy (Beetham & Sharpe, 2013, p. xvii). A second affordance of online learning is freedom of choice (Bouhnik & Marcus, 2006). The Internet encourages students to actively engage in their learning and gives them a substantial degree of choice of what to study, where to study, how to study, and with whom (Chodorow, 1996;Rosenberg, 2001;Wentling et al, 2000).…”

Ontwerp en implementatie van de masteropleiding Special Educational Needs via e-learning

“…Een zeer statische structuur kan leiden tot een grote psychologische afstand tussen student en opleiding (Moore, 1993 Controle en activering zijn om meerdere redenen belangrijk. Ten eerste kan daardoor onnodig afhaken van studenten voorkomen worden (Bouhnik & Marcus, 2006). Sommige studenten dragen niet bij door technische-of andere problemen en vragen daarbij geen hulp.…”