Online interaction in higher education: Is there evidence of diminishing returns?

Online interaction is considered to be a key aspect of effective e-learning and improved academic achievement. However, few studies have examined how effectiveness varies with the degree of interaction intensity. Using data for 17,090 students from three Catalan universities, in this paper we study...

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Autores principales:	Jonatan Castaño-Muñoz, Teresa Sancho-Vinuesa, Josep M. Duart
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	Online interaction Academic achievement Online education Blended learning Internet Higher Education. Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/2177a1b8046f42fe8a1443c43c03c56f
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spelling	oai:doaj.org-article:2177a1b8046f42fe8a1443c43c03c56f2021-12-02T19:20:43ZOnline interaction in higher education: Is there evidence of diminishing returns?10.19173/irrodl.v14i5.13361492-3831https://doaj.org/article/2177a1b8046f42fe8a1443c43c03c56f2013-12-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1336https://doaj.org/toc/1492-3831 Online interaction is considered to be a key aspect of effective e-learning and improved academic achievement. However, few studies have examined how effectiveness varies with the degree of interaction intensity. Using data for 17,090 students from three Catalan universities, in this paper we study the productivity associated with five different levels of interaction intensity in learning. We also compare the results obtained for fully online education with those for face-to-face learning. The analyses show that interaction in online education has diminishing returns, while in face-to-face learning it does not do so in a pure way. These results have implications for determining the optimum level of interaction that should be sought when designing courses and educational policies. Jonatan Castaño-MuñozTeresa Sancho-VinuesaJosep M. DuartAthabasca University PressarticleOnline interactionAcademic achievementOnline educationBlended learningInternetHigher Education.Special aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 5 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Online interaction Academic achievement Online education Blended learning Internet Higher Education. Special aspects of education LC8-6691
spellingShingle	Online interaction Academic achievement Online education Blended learning Internet Higher Education. Special aspects of education LC8-6691 Jonatan Castaño-Muñoz Teresa Sancho-Vinuesa Josep M. Duart Online interaction in higher education: Is there evidence of diminishing returns?
description	Online interaction is considered to be a key aspect of effective e-learning and improved academic achievement. However, few studies have examined how effectiveness varies with the degree of interaction intensity. Using data for 17,090 students from three Catalan universities, in this paper we study the productivity associated with five different levels of interaction intensity in learning. We also compare the results obtained for fully online education with those for face-to-face learning. The analyses show that interaction in online education has diminishing returns, while in face-to-face learning it does not do so in a pure way. These results have implications for determining the optimum level of interaction that should be sought when designing courses and educational policies.
format	article
author	Jonatan Castaño-Muñoz Teresa Sancho-Vinuesa Josep M. Duart
author_facet	Jonatan Castaño-Muñoz Teresa Sancho-Vinuesa Josep M. Duart
author_sort	Jonatan Castaño-Muñoz
title	Online interaction in higher education: Is there evidence of diminishing returns?
title_short	Online interaction in higher education: Is there evidence of diminishing returns?
title_full	Online interaction in higher education: Is there evidence of diminishing returns?
title_fullStr	Online interaction in higher education: Is there evidence of diminishing returns?
title_full_unstemmed	Online interaction in higher education: Is there evidence of diminishing returns?
title_sort	online interaction in higher education: is there evidence of diminishing returns?
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/2177a1b8046f42fe8a1443c43c03c56f
work_keys_str_mv	AT jonatancastanomunoz onlineinteractioninhighereducationisthereevidenceofdiminishingreturns AT teresasanchovinuesa onlineinteractioninhighereducationisthereevidenceofdiminishingreturns AT josepmduart onlineinteractioninhighereducationisthereevidenceofdiminishingreturns
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Online interaction in higher education: Is there evidence of diminishing returns?

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