You are here:

Design and Use of a Rubric to Assess and Encourage Interactive Qualities in Distance Courses
ARTICLE

,

American Journal of Distance Education Volume 17, Number 2, ISSN 0892-3647

Abstract

Distance learning theory and research holds that interaction is an essential characteristic of successful distance learning courses. However, the lack of definition as to what constitutes observable, measurable interactive qualities in distance learning courses has prevented transfer from theory and research to design practices and has hindered research on ways to improve interactive qualities of courses. In this article the authors describe how findings from theory and research were used to develop a rubric for assessing interactive qualities in distance courses. The rubric is presented, along with data from formative uses of the instrument in distance learning courses. Current and anticipated applications of the rubric include use by students as part of postcourse evaluations and by researchers and instructors as a tool to allow more meaningful examination of the role of interaction in enhancing achievement and student satisfaction in distance learning courses.

Citation

Roblyer, M.D. & Wiencke, W.R. (2003). Design and Use of a Rubric to Assess and Encourage Interactive Qualities in Distance Courses. American Journal of Distance Education, 17(2), 77-98. Retrieved May 23, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.