Interaction equivalency in self-paced online learning environments: An exploration of learner preferences

International Review of Research in Open and Distance Learning

Volumn 10, Issue 1, 2009, Pages

  Rhode, Jason F ^a  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

Blogging; Blogs; Distance education; Educational social software; Equivalency; Instructional design; Interaction; Learning environments; Mixed methods; Online; Online learning; Self paced; Social networking

Indexed keywords

EID: 77956408776     PISSN: None     EISSN: 14923831     Source Type: Journal    
DOI: 10.19173/irrodl.v10i1.603     Document Type: Article

References (79)

1. Abdulla, A. G. (2006). Distance learning students' perceptions of the online instructor roles and competencies. Dissertation Abstracts International, 65(07), 2409. (UMI No. 3137394)
2. Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distance Learning, 4 (2). Retrieved July 8, 2006, from http://www.irrodl.org/index.php/irrodl/article/view/149/230
3. Anderson, T., Annand, D., & Wark, N. (2005). The search for learning community in learner paced distance education: Or, 'Having your cake and eating it, too!'. Australasian Journal of Educational Technology, 21 (2), 222-241. Retrieved July 7, 2006, from http://www.ascilite.org.au/ajet/ajet21/anderson.html
4. Anderson, T., & Dron, J. (2007). Groups, networks and collectives in social software for e-learning, 2007 European Conference on E-Learning. Copenhagen, Denmark.
5. Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153.
6. Berge, Z. L. (1999). Interaction in post-secondary web-based learning. Educational Technology, 39(1), 5-11.
7. Bibeau, S. (2001). Social presence, isolation, and connectedness in online teaching and learning: From the literature to real life. Journal of Instructional Delivery Systems, 15(3), 35-39.
8. Brown, M., & Long, P. D. (2006). Trends in learning space design. In D. G. Oblinger (Ed.), Learning spaces: Educause.
9. Brown, R. E. (2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Networks, 5(2), 18-35.
10. Brown, S. W., & King, F. B. (2000). Constructivist pedagogy and how we learn: Educational psychology meets international studies. International Studies Perspectives, 1(3), 245-255.
11. Chen, W., & Bonk, C. (2008). The use of weblogs in learning and assessment in Chinese higher education: Possibilities and potential problems. International Journal on E-Learning, 7(1), 41-65.
12. Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29.
13. Dalsgaard, C. (2006). Social software: E-learning beyond learning management systems. European Journal of Open, Distance and E-Learning, 2006 (2). Retrieved September 26, 2006, from http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm
14. Dobrovolny, J. (2006). How adults learn from self-paced, technology-based corporate training: New focus for learners, new focus for designers. Distance Education, 27(2), 155-170.
15. Dron, J. (2006). Social software and the emergence of control, The 6th IEEE International Conference on Advanced Learning Technologies. Kerkrade, The Netherlands.
16. Dron, J. (2007). Designing the undesignable: Social software and control. Educational Technology & Society, 10(3), 60-71
17. Ellis, R. A., Jarkey, N., Mahony, M. J., Peat, M., & Sheely, S. (2007). Managing quality improvement of eLearning in a large, campus-based university. Quality Assurance in Education, 15(1), 9-23.
18. Ellison, N., & Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17(1), 99-122.
19. Fink, A., & Kosecoff, J. (1998). How to conduct surveys: A step-by-step guide (2nd ed.). Thousand Oaks, CA: Sage Publications.
20. Flottemesch, K. (2000). Building effective interaction in distance education: A review of the literature. Educational Technology, 40(3), 46-51.
21. Gallien, T., & Early, J. O. (2008). Personalized versus collective instructor feedback in the online courseroom: Does type of feedback affect student satisfaction, academic performance and perceived connectedness with the instructor? International Journal on E-Learning, 7(3), 463-476.
22. Garrison, D. R. (2003). Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. In J. Bourne & J. C. Moore (Eds.), Elements of quality online education: Practice and direction. Needham, MA: The Sloan Consortium.
23. Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. London: Routledge Falmer.
24. Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133-148.
25. Greene, H. C. (2005). Creating connections: A pilot study of an online community of learners. Journal of Online Interactive Learning, 3 (3). Retrieved September 2, 2006, from http://www.ncolr.org/jiol/issues/PDF/3.3.3.pdf
26. Heinemann, M. H. (2003). Teacher-student interaction online and learning in web-based graduate theological education. Dissertation Abstracts International, 64(04), 1189. (UMI No. 3087174)
27. Hirumi, A. (2006). Analysing and designing e-learning interactions. In C. Juwah (Ed.), Interactions in online education: Implications for theory and practice (pp. 46-71). New York: Routledge.
28. Ho, C.-H. (2005). Evaluating online interaction in an asynchronous learning environment: A conversation analysis approach. Dissertation Abstracts International, 66(02), 473. (UMI No. 3164602)
29. Hodge, E., Bossé, M. J., Foulconer, J., & Fewell, M. (2006). Mimicking proximity: The role of distance education in forming communities of learning. International Journal of Instructional Technology & Distance Learning, 3 (12). Retrieved January 14, 2007, from http://www.itdl.org/Journal/Dec_06/article01.htm
30. Howland, J. L., & Moore, J. L. (2002). Student perceptions as distance learners in internet-based courses. Distance Education, 23(2), 183-195.
31. Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II, pp. 115-140). Mahwah, NJ: Lawrence Erlbaum Associates.
32. Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in Education and Teaching International, 39(2), 153-162.
33. Juwah, C. (2006). Introduction. In C. Juwah (Ed.), Interactions in online education: Implications for theory and practice (pp. 1-5). New York: Routledge.
34. Kahn, B. H. (2007). Flexible learning in an information society. Hershey, PA: Information Science Publishing.
35. Kays, E., & Sims, R. (2006). Reinventing and reinvigorating instructional design: A theory for emergent learning. In L. Markauskaite, P. Goodyear & P. Reimann (Eds.), Proceedings of the 23rd annual conference of the Australasian society for computers in learning in tertiary education: Who's Learning? Whose Technology? (pp. 409-412). Sydney: Sydney University Press.
36. Kearsley, G. (1995). The nature and value of interaction in distance education. In M. Beaudoin (Ed.), Distance education symposium 3: Instruction (pp. 83-92). University Park, PA: American Center for the Study of Distance Education.
37. Klein, J. D., Spector, J. M., Grabowski, B. L., & Teja, I. (2004). Instructor competencies: Standards for face-to-face, online, and blended settings. Greenwich, CT: Information Age Publishing.
38. Koszalka, T. A., & Ganesan, R. (2004). Designing online courses: A taxonomy to guide strategic use of features available in course management systems (CMS) in distance education. Distance Education, 25(2), 243-256.
39. Kozma, R. B. (1994). A reply: Media and methods. Educational Technology Research and Development, 42(3), 11-14.
40. Lee, J., Carter-Wells, J., Glaeser, B., Ivers, K., & Street, C. (2006). Facilitating the development of a learning community in an online graduate program. The Quarterly Review of Distance Education, 7(1), 13-33.
41. Lee, M. J. W., & McLoughlin, C. (2007). Teaching and learning in the Web 2.0 era: Empowering students through learner-generated content. International Journal of Instructional Technology and Distance Learning, 4(10), 21-34.
42. Mann, S. J. (2005). Alienation in the learning environment: A failure of community? Studies in Higher Education, 30(1), 43-55.
43. Maor, D. (2003). The teacher's role in developing interaction and reflection in an online learning community. Educational Media International, 40(1/2), 127-138.
44. Mayes, T. (2006). Theoretical perspectives on interactivity in e-learning. In C. Juwah (Ed.), Interactions in online education: Implications for theory and practice (pp. 9-26). New York: Routledge.
45. McLoughlin, C., & Lee, M. J. W. (2008a). Future learning landscapes: Transforming pedagogy through social software. Innovate Journal of Online Education, 4(5).
46. McLoughlin, C., & Lee, M. J. W. (2008b). The 3 P's of pedagogy for the networked society: Personalization, participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10-27.
47. McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-based inquiry (6th ed.). Boston: Pearson.
48. Mezirow, J. (1997). Cognitive processes: Contemporary paradigms of learning. In P. Sutherland (Ed.), Adult learning: A reader. Sterling, VA: Kogan Page.
49. Moore, M. G. (1993). Three types of interaction. In K. Harry, M. John & D. Keegan (Eds.), Distance education: New perspectives (pp. 19-24). New York: Routledge.
50. Namwar, Y., & Rastgoo, A. (2008). Weblog as a learning tool in higher education. Turkish Online Journal of Distance Education, 9 (3). Retrieved December 29, 2008, from http://tojde.anadolu.edu.tr/tojde31/articles/article_15.htm
51. Ngwenya, J., Annand, D., & Wang, E. (2004). Supporting asynchronous discussions among online learners. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 319-348).Athabasca AB Canada: Athabasca University.
52. Nicol, D. J., Minty, I., & Sinclair, C. (2003). The social dimensions of online learning. Innovations in Education and Teaching International, 40(3), 270-281.
53. Ouzts, K. (2006). Sense of community in online courses. The Quarterly Review of Distance Education, 7(3), 285-296.
54. Pawan, F., Paulus, T. M., Yalcin, S., & Chang, C. (2003). Online learning: Patterns of engagement and interactions among in-service teachers. Language Learning & Technology, 7(3), 119-140.
55. Perry, B., & Edwards, M. (2005). Exemplary online educators: Creating a community of inquiry. Turkish Online Journal of Distance Education, 6(2).
56. Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 21-40.
57. Ravenscroft, A., & McAlister, S. (2006). Designing interaction as a dialogue game: Linking social and conceptual dimensions of the learning process. In C. Juwah (Ed.), Interactions in online education: Implications for theory and practice (pp. 75-90). New York: Routledge.
58. Rhode, J. F. (2006). Anatomy of a socially-constructed self-paced learning environment. Retrieved August 20, 2007, from http://www.idolresources.com/?p=416
59. Rovai, A. P. (2002). Building a sense of community at a distance. International Review of Research in Open and Distance Learning, 3(1).
60. Rovai, A. P., & Barnum, K. T. (2003). On-line course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Education, 18 (1). Retrieved March 17, 2007, from http://cade.athabascau.ca/vol18.1/rovai.pdf
61. Russell, T. L. (2005). No significant difference phenomenon. Retrieved December 5, 2005, from http://www.nosignificantdifference.org/
62. Russo, T. C., & Benson, S. (2005). Learning with invisible others: Perceptions of online presence and their relationship to cognitive and affective learning. Educational Technology & Society, 8(1), 54-62.
63. Schmidt, J. (2007). Blogging practices: An analytical framework. Journal of Computer-Mediated Communication, 112(4), 1409-1427.
64. Sherry, L. (1996). Issues in distance learning. International Journal of Educational Telecomunications, 1 (4), 337-365. Retrieved July 3, 2007, from http://carbon.cudenver.edu/~lsherry/pubs/issues.html
65. Smith, G. G., Torres-Ayala, A. T., & Heindel, A. J. (2008). Disciplinary differences in e-learning instructional design: The case of mathematics. Journal of Distance Education, 22 (3), 63-88. Retrieved December 29, 2008, from http://www.jofde.ca/index.php/jde/article/view/91/704
66. Stein, D. S., Wanstreet, C. E., Calvin, J., Overtoom, C., & Wheaton, J. E. (2005). Bridging the transactional distance gap in online learning environments. The American Journal of Distance Education, 19(2), 105-118.
67. Strachota, E. M. (2003). Student satisfaction in online courses: An analysis of the impact of learner-content, learner-instructor, learner-learner and learner-teacher interaction. Dissertation Abstracts International, 64(08), 2746. (UMI No. 3100902)
68. Su, B. (2006). Experiences of and preferences for interactive instructional activities in online learning environment. Dissertation Abstracts International, 67(04), (UMI No. 3215221)
69. Su, B., Bonk, C. J., Magjuka, R. J., Liu, X., & Lee, S.-h. (2005). The importance of interaction in web-based education: A program-level case study of online MBA courses. Journal of Interactive Learning Research, 4(1), 1-19.
70. Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Leadership, 2(1), 23-49.
71. Swan, K., & Shih, L.-F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115-136.
72. Taylor, J. C. (2001, April). Fifth generation distance education. Keynote presentation at the 20th ICDE World Conference, Düsseldorf, Germany.
73. Tu, C.-H., & McIsaac, M. S. (2002). The relationship of social presence and interaction in online classes. The American Journal of Distance Education, 16(3), 131-150.
74. Twigg, C. A. (2003). Improving Learning and reducing costs: New models for online learning. Educause Review, 38(5), 28-38.
75. Varvel, V. E. (2007). Master online teacher competencies. Online Journal of Distance Learning Administration, 10 (1). Retrieved June 21, 2007, from http://www.westga.edu/~distance/ojdla/spring101/varvel101.htm
76. Wanstreet, C. E. (2006). Interaction in online learning environments. Quarterly Review of Distance Education, 7(4), 399-411.
77. Wiley, D. (2006). Scalability and sociability in online learning environments. In H. F. O'Neil & R. S. Perez (Eds.), Web-based learning: Theory, research, and practice (pp. 295-306). Mahwah, NJ: Lawrence Erlbaum Associates.
78. Willging, P. A., & Johnson, S. D. (2004). Factors that influence students' decision to drop out of online courses. Journal of Asynchronous Learning Networks, 8(4), 105-118.
79. Yang, Y., & Cornelious, L. F. (2005). Preparing instructors for quality online instruction. Online Journal of Distance Learning Administration, 8 (1). Retrieved October 13, 2005, from http://www.westga.edu/%7Edistance/ojdla/spring81/yang81.htm