Multimedia Distance Education Interactions

Tuovinen, Juhani E

doi:10.1080/095239800361473

Cited by 62 publications

(27 citation statements)

References 20 publications

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“…Utilizing different types of software in instructional design can promote different types of interactions and learning outcomes among students [25]. Some researchers suggest that verbal interactions between students when using simulation software facilitate higher-order thinking by promoting peer interaction for problem solving [26].…”

Section: Computer Assisted Instruction and Learning Outcomesmentioning

confidence: 99%

The Effect of Computer Mediated Conferencing and Computer Assisted Instruction on Student Learning Outcomes

Cain¹,

Pitre²

2019

OLJ

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The trend toward increased technology in traditional higher education classrooms has been met with both optimism and criticism. One of the major criticisms of technology in the college classroom is that it does little, if anything, to improve student learning. Taking this view of technology into account, this study examined how the use of technology contributed to student learning outcomes after controlling for key student demographic variables. More specifically, this study investigated the use of computer mediated conferencing (CMC) tools (i.e., email and electronic discussion boards) and computer aided instructional (CAI) resources (i.e., the computer and Internet) to determine whether they contribute to student learning.The sample utilized in this study consisted of 2000 college students, randomly drawn from the 2003 College Student Experience Questionnaire database. The survey included 53 Likert scale items with reliability ranges from .78 to .88 on each of the composite scales. The analysis of data consisted of four multiple regressions conducted on specific student learning outcomes. The student learning outcomes included four composite scales, measuring student 1) personal and social development, 2) general education gains, 3) intellectual development, 4) science and technology gains, and 3) vocationalpreparation.After controlling for student's background variables, the findings of this study revealed that the use of technology in the college classroom does contribute to student learning. The model, including technology variables, explained 4% to 7% of the gains in student learning, while student background variables contributed an additional .03% to 2% of the gains. These findings, though modest, suggest that incorporating technologies in the college classroom can aid students in the learning process.

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Section: Computer Assisted Instruction and Learning Outcomesmentioning

confidence: 99%

The Effect of Computer Mediated Conferencing and Computer Assisted Instruction on Student Learning Outcomes

Cain¹,

Pitre²

2019

OLJ

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“…Among the three types of interaction (learner-learner, learner-instructor and learner-content interactions) (Moore, 1989), * Tel. : 84-913231773 Email: thachpn@hanu.edu.vn the interaction between the learner and course content plays an important role because of its contribution to the success of the learning outcomes and course completion (Tuovinen, 2000;Zimmerman, 2012).…”

Section: Introduction1mentioning

confidence: 99%

Learner-Content Interaction in an Online English Learning Course at a Vietnamese University

Thach¹

2018

JFS

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Interaction plays a critical role in both traditional and online learning processes. For online learners of English, interaction with the course content is especially vital because it provides them with necessary knowledge in language competence and contributes to the success of online learning. This paper presents the findings of a study about learner-content interaction in an online English language learning course implemented at a university in Vietnam. The study findings reveal that the learners were confident in using the online course, but they did not particularly appreciate its usefulness. The study suggests that in the context where online language learning is at infancy like Vietnam, providing continuous technical support is crucial to promote autonomous learning.

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“…This interaction is crucial to the online experience because it enhances cognition and is the 156 interaction which makes online learning possible (Tuovinen, 2000). Learner to interface interaction has emerged as a fourth dimension to the interaction construct and has been explored theoretically and empirically in the literature (Dunlap, Sobel, & Sands, 2007;Jung & Choi, 2002;Rhode, 2009).…”

Section: Interactionmentioning

confidence: 99%

Exploring learner to content interaction as a success factor in online courses

Zimmerman¹

2012

IRRODL

128

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Interaction plays a critical role in the learning process. For online course participants, interaction with the course content (learner-content interaction) is especially important because it can contribute to successful learning outcomes and course completion. This study aims to examine the relationship between learner-content interaction and course grade to determine if this interaction type is a contributing success factor. Data related to student interaction with course content, including time spent reviewing online course materials, such as module PowerPoint presentations and course videos and time spent completing weekly quizzes, were collected for students in three sections of an online course (N = 139). The data were then correlated against grades achieved in the course to determine if there was any relationship. Findings indicate statistically significant relationships between the amount of time the learner spent with the content and weekly quiz grades (r = .-72). The study concludes that learners who spent more time interacting with course content achieve higher grades than those who spent less time with the content.

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Multimedia Distance Education Interactions

Cited by 62 publications

References 20 publications

The Effect of Computer Mediated Conferencing and Computer Assisted Instruction on Student Learning Outcomes

The Effect of Computer Mediated Conferencing and Computer Assisted Instruction on Student Learning Outcomes

Learner-Content Interaction in an Online English Learning Course at a Vietnamese University

Exploring learner to content interaction as a success factor in online courses

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