Abstract

Online learning has advanced significantly due to changes in technology, with more media and interactivity increasingly being included in the delivery of course content. In an online learning environment, students can easily interact with learning content. The purpose of this study was to identify the perceptions of adult, online learners at various levels of content interactivity in university courses, with regards to learning effectiveness, satisfaction, motivation, and engagement in learning. This study also investigated which online instructional design strategies are best for the promotion of learner-content interactivity and which should be adopted. The theoretical framework for this study was used to illustrate levels of learner-content interactivity that students engage in during online learning.

Effective design of content interaction can reduce online attrition rates, enhance learning satisfaction, and hence promote online learning effectiveness. In this qualitative study, 10 participants were interviewed and shared their authentic, first-hand, online-learning experiences and preferences. Participants also ranked the usefulness of multiple representations while taking online courses. In-depth descriptions of learner experiences and analysis are provided in this study. The participants indicated that a combination of various types of content presentation was the most effective catalyst to their learning, compared with single-media presentations. They also indicated that text-based online content ranked lowest in terms of motivation and engagement in learning. The results of this study also suggest specific instructional design strategies which can increase interaction in online learning, so that students can engage more actively with learning content and online learning will be more attractive to learners. In addition, this study offered important insights into cognitive processes of learning with various types of learner-content interactivity in terms of multiple representations.

Citation

Tsang, E.Y.M. Learner-content interactions and learning effectiveness: A study of student perceptions. Doctor of Philosophy thesis, Capella University. Retrieved August 14, 2024 from https://www.learntechlib.org/p/115735/.

This record was imported from ProQuest on October 22, 2013. [Original Record]

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Keywords

• Adult and Continuing Education
• Instructional Design Education
• Technology of Education