Interaction and Learning Outcomes in Online Learning Environments
Yu-Chun Kuo, Jackson State University, United States ; Yu-Tung Kuo, National Chiao Tung University, Taiwan
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The paper intended to investigate students’ perceptions of interaction, satisfaction, and performance in online learning environments with the use of Blackboard. The interactions included learner-learner interaction, learner-instructor interaction, and learner-content interaction. The participants were African-American students from a university in the southerneast US. Regression and ANOVA analyses were performed to examine the contribution of predictor variables to student satisfaction and how student satisfaction was related to student performance. In addition, Internet self-efficacy and its impact on interaction was investigated. The results showed that learner-content interaction was the significant predictor of student satisfaction while interactions among students or with the instructor did not play an important role in student satisfaction. Internet self-efficacy was positively associated with three types of interaction. Student satisfaction was related to student performance.
Kuo, Y.C. & Kuo, Y.T. (2013). Interaction and Learning Outcomes in Online Learning Environments. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 662-670). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).