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The effects of individual characteristics on preferences for interactions in online learning environment
PROCEEDINGS

, California State University Monterey Bay, United States

EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Although rapid development of media technology is frequently upgrading the way online learning interaction happens, interaction does not simply occur; it has to be intentionally designed into the learning process. Determining the right mix between asynchronous and synchronous components and between team and independent learning activities remains a challenge. This study is to deepen current understanding on how individual characteristics may affect the preferences for instructional activities that promote learner-instructor, learner-learner, and learner-self interactions in online education. The overall findings indicate that design of online class interactions should consider multiple factors such as class size, individual differences, learner experiences and preferences for interactions, and learners' time and energy.

Citation

Su, B. (2007). The effects of individual characteristics on preferences for interactions in online learning environment. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2641-2648). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved June 18, 2019 from .

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