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Year 2020, Volume: 21 Issue: 4, 223 - 236, 01.10.2020
https://doi.org/10.17718/tojde.803411

Abstract

References

  • Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23, 83–103.
  • Agudo-Peregrina, A. F., Iglesias-Pradas, S., Conde-González, M. A., &Hernández-García, A. (2014). Can we predict success from log data in VLEs? Classification of interactions for learning analytics and their relation with performance in VLE-supported F2F and online learning. Computers in Human Behavior, 31, 542–550.
  • 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.
  • Anderson, T., & Dron, J. (2007). Groups, networks and collectives in social software for e-learning. Paper presented at 2007 European Conference on E-Learning, Copenhagen, Denmark.
  • Anderson, T., & Garrison, D. R. (1998). Learning in a networked world: New roles and responsibilities. In C. Gibson (Ed.), Distance learners in higher education (pp. 97–112). Madison, WI.: Atwood Publishing.
  • Arbaugh, J., & Benbunan-Fich, R. (2007). The importance of participant interaction in online environments. Decision Support Systems, 43(3), 853–865.

CONTEXT MATTERS: STUDENT EXPERIENCES OF INTERACTION IN OPEN DISTANCE LEARNING

Year 2020, Volume: 21 Issue: 4, 223 - 236, 01.10.2020
https://doi.org/10.17718/tojde.803411

Abstract

An important factor in online learning is how students are afforded opportunities for interactions to create their own knowledge and attain high levels of student satisfaction. In open distance learning, three types of interaction were initially distinguished: interaction with content, with the lecturer and with fellow students. As technology plays an essential role in online learning, interaction with technology was added. This study was conducted at an open distance learning institution using a blended learning approach. Since it was the first fully online course for first-year Education students, the purpose of the study was to determine students’ experiences of their learning in order to consider how offering the course online might affect their satisfaction and academic success. Within a connectivist paradigm, the research used a case study involving questionnaires with closed and open-ended questions. Findings confirmed the value of interaction on all levels and pointed towards the challenges in interaction with technology. Based on these findings, the study suggests that lecturers should consider the contexts of students when planning and designing online courses. As a result, it remains the university’s responsibility to put systems in place to support and prepare students.

References

  • Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23, 83–103.
  • Agudo-Peregrina, A. F., Iglesias-Pradas, S., Conde-González, M. A., &Hernández-García, A. (2014). Can we predict success from log data in VLEs? Classification of interactions for learning analytics and their relation with performance in VLE-supported F2F and online learning. Computers in Human Behavior, 31, 542–550.
  • 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.
  • Anderson, T., & Dron, J. (2007). Groups, networks and collectives in social software for e-learning. Paper presented at 2007 European Conference on E-Learning, Copenhagen, Denmark.
  • Anderson, T., & Garrison, D. R. (1998). Learning in a networked world: New roles and responsibilities. In C. Gibson (Ed.), Distance learners in higher education (pp. 97–112). Madison, WI.: Atwood Publishing.
  • Arbaugh, J., & Benbunan-Fich, R. (2007). The importance of participant interaction in online environments. Decision Support Systems, 43(3), 853–865.
There are 6 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Geesje Van Den Berg This is me 0000-0002-0306-4427

Publication Date October 1, 2020
Submission Date October 21, 2019
Published in Issue Year 2020 Volume: 21 Issue: 4

Cite

APA Berg, G. V. D. (2020). CONTEXT MATTERS: STUDENT EXPERIENCES OF INTERACTION IN OPEN DISTANCE LEARNING. Turkish Online Journal of Distance Education, 21(4), 223-236. https://doi.org/10.17718/tojde.803411

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