The importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students

This paper reports the findings of three studies within a program of research designed to better understand the factors contributing to the academic achievement of students in online courses and the contributions of interaction to online learning. The first study compared the academic achievement of...

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Autores principales:	Gary L Long, Carol Marchetti, Richard Fasse
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	online learning distance learning academic achievement online discussion asynchronous interaction Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/648594dec1774f788832c57bf5956eda
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spelling	oai:doaj.org-article:648594dec1774f788832c57bf5956eda2021-12-02T19:20:43ZThe importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students10.19173/irrodl.v12i6.10151492-3831https://doaj.org/article/648594dec1774f788832c57bf5956eda2011-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1015https://doaj.org/toc/1492-3831This paper reports the findings of three studies within a program of research designed to better understand the factors contributing to the academic achievement of students in online courses and the contributions of interaction to online learning. The first study compared the academic achievement of students in the online and face-to-face (F2F) sections of multiple courses. In the second study, an online survey was used to obtain student perceptions of course satisfaction, learning, and communication. These factors were then related, using binary logistic regression analysis, to the amount of interaction that occurred in the students’ respective online courses; information from the myCourses course management system was used to quantify the amount of interaction that occurred in online courses. In the final study, both datasets were used to examine the academic achievement of students in online courses based upon the amount of interaction that had actually occurred. Whenever possible, a subgroup of deaf and hard-of-hearing students was included in the study to increase our understanding of the role that communication plays in the teaching-learning process. Our findings indicate that students enrolled in online courses, especially those designed with high levels of online interaction, receive higher grades and report greater learning than students in comparable F2F courses. In addition, online courses appear to provide deaf and hard-of-hearing students with special benefits in terms of academic achievement through online discussion. Overall, the studies illuminate how the quantity of interaction in online discussions relates to important success factors. Students in online courses with more interaction outperformed students in online courses with less interaction. Gary L LongCarol MarchettiRichard FasseAthabasca University Pressarticleonline learningdistance learningacademic achievementonline discussionasynchronousinteractionSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 6 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	online learning distance learning academic achievement online discussion asynchronous interaction Special aspects of education LC8-6691
spellingShingle	online learning distance learning academic achievement online discussion asynchronous interaction Special aspects of education LC8-6691 Gary L Long Carol Marchetti Richard Fasse The importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students
description	This paper reports the findings of three studies within a program of research designed to better understand the factors contributing to the academic achievement of students in online courses and the contributions of interaction to online learning. The first study compared the academic achievement of students in the online and face-to-face (F2F) sections of multiple courses. In the second study, an online survey was used to obtain student perceptions of course satisfaction, learning, and communication. These factors were then related, using binary logistic regression analysis, to the amount of interaction that occurred in the students’ respective online courses; information from the myCourses course management system was used to quantify the amount of interaction that occurred in online courses. In the final study, both datasets were used to examine the academic achievement of students in online courses based upon the amount of interaction that had actually occurred. Whenever possible, a subgroup of deaf and hard-of-hearing students was included in the study to increase our understanding of the role that communication plays in the teaching-learning process. Our findings indicate that students enrolled in online courses, especially those designed with high levels of online interaction, receive higher grades and report greater learning than students in comparable F2F courses. In addition, online courses appear to provide deaf and hard-of-hearing students with special benefits in terms of academic achievement through online discussion. Overall, the studies illuminate how the quantity of interaction in online discussions relates to important success factors. Students in online courses with more interaction outperformed students in online courses with less interaction.
format	article
author	Gary L Long Carol Marchetti Richard Fasse
author_facet	Gary L Long Carol Marchetti Richard Fasse
author_sort	Gary L Long
title	The importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students
title_short	The importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students
title_full	The importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students
title_fullStr	The importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students
title_full_unstemmed	The importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students
title_sort	importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/648594dec1774f788832c57bf5956eda
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The importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students

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