Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences

This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course val...

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Autor principal:	Jason Rhode
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2009
Materias:	Interaction mixed methods distance education instructional design self-paced online learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/4503879e970145b1b28cb78207949ce4
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spelling	oai:doaj.org-article:4503879e970145b1b28cb78207949ce42021-12-02T17:16:19ZInteraction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences10.19173/irrodl.v10i1.6031492-3831https://doaj.org/article/4503879e970145b1b28cb78207949ce42009-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/603https://doaj.org/toc/1492-3831This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction to have on their overall learning experience. This study demonstrated that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. Participants differentiated among the various learning interactions available and indicated that informal interactions were as important as formal interactions in determining the quality of the online learning experience. Participants also reported the activity of blogging as being equally valued and in some ways superior to instructor-directed asynchronous discussion via the discussion board in a learning management system.Jason RhodeAthabasca University PressarticleInteractionmixed methodsdistance educationinstructional designself-pacedonline learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 10, Iss 1 (2009)
institution	DOAJ
collection	DOAJ
language	EN
topic	Interaction mixed methods distance education instructional design self-paced online learning Special aspects of education LC8-6691
spellingShingle	Interaction mixed methods distance education instructional design self-paced online learning Special aspects of education LC8-6691 Jason Rhode Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences
description	This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction to have on their overall learning experience. This study demonstrated that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. Participants differentiated among the various learning interactions available and indicated that informal interactions were as important as formal interactions in determining the quality of the online learning experience. Participants also reported the activity of blogging as being equally valued and in some ways superior to instructor-directed asynchronous discussion via the discussion board in a learning management system.
format	article
author	Jason Rhode
author_facet	Jason Rhode
author_sort	Jason Rhode
title	Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences
title_short	Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences
title_full	Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences
title_fullStr	Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences
title_full_unstemmed	Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences
title_sort	interaction equivalency in self-paced online learning environments: an exploration of learner preferences
publisher	Athabasca University Press
publishDate	2009
url	https://doaj.org/article/4503879e970145b1b28cb78207949ce4
work_keys_str_mv	AT jasonrhode interactionequivalencyinselfpacedonlinelearningenvironmentsanexplorationoflearnerpreferences
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Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences

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