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Strategies for Effective Student/Student Interaction in Online Courses

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... In e-learning, dialogue as a medium of communication and information sharing is good for interactions between students and instructors to increase understanding of the subject matter and stimulate student interest in learning [13]. In addition, it can build productive learning by increasing the development of problem-solving and criticalthinking skills in online environments [19]. In one study, students who exhibited high levels of interaction with other students reported high levels of learning outcomes and satisfaction [20]. ...
... This process provides a space between students to exchange information and ideas in the online learning process [13]. Interaction between students is very important for building community in an online learning environment to be more productive and improve critical skills [19]. In existing studies, students show high interaction between students can provide high satisfaction because learning outcomes are improving [20]. ...
... Institutions can improve facilities properly to support the development of online learning strategies [31]. This strategy can be in the form of developing content quality and content design [19,20,26]. Thus, satisfaction is important in improving learning outcomes [32,33]. ...
Chapter
E-learning is an education system that is general and flexible in the learning process, especially during the Covid-19 pandemic. So, most likely, e-learning will be adopted for the learning process. In an e-learning system, various kinds of facilities must be facilitated according to learning needs. These facilities include Course Content and Dialogue facilities to increase satisfaction in learning interest in online media. This research is interested in exploring the influence or impact of these facilities on increasing student satisfaction with online learning. The analysis was carried out by involving 570 university respondents with PLS-SEM analysis. The results of the research show that the implementation of e-learning must be facilitated by providing quality content so that it is easy to understand properly and dialogue facilities between teachers and students so that they can interact in exchanging information. With all of this fulfilled, student satisfaction will automatically increase in using online learning.KeywordsCourse Content QualityCourse Design QualityInstructor-student dialogueStudent-student dialogueStudent SatisfactionOnline Learning
... According to studies, student-student interaction has a positive impact on online learning. Student-tostudent interaction is critical for fostering community in an online environment, which promotes productive and satisfying learning while also assisting students in developing problem-solving and critical thinking skills (Kolloff, 2011). Furthermore, other previous study claims that students in an online course with a high level of interaction outperformed students in a similar online course with a moderate level of interaction (Beaudoin, 2002). ...
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Online learning is definitely advantageous in this current situation. Due to the technology, the teaching and learning process can continue despite the students and instructor/lecturer located in different places. This study aims to understand student’s self-regulation in online learning particularly for interactions with their lecturer and their peers. To answer the research objectives, qualitative method with narrative approach was applied. The data were collected through open-ended questionnaire focused on self-regulation in online interactions with lecturers and peers. The participants in this study were 12 students from English Education Study Program. The data were analyzed by using thematic analysis. The results revealed that students did not notice a significant difference between face-to-face learning and online learning. They regularly interacted with their lecturer and their peers during synchronous and asynchronous learning. They actively initiated the interactions with their lecturer by asking or answering questions and giving opinions. They also actively interacted with peers by discussing academic projects and assignments. Regardless of the type of interactions (student-lecturer and student-student), most of the students showed their active efforts in regulating their interactions with lecturer and peers in online learning.
... Further, modularization will generally allow a student to learn at his or her own pace (Friestad-Tate, Schubert & McCoy, 2014). Online interaction refers to student-to-student interaction and teacher-student interactions which are vital to building community in an online environment, supporting productive and satisfying learning, and helping students develop problem-solving and critical thinking skills (Kolloff, 2011). ...
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This convergent-parallel mixed-methods study was conducted to examine students' readiness on flexible learning modality established in the local context based on Commission on Higher Education Memorandum Order No. 04 series of 2020 or the "Guidelines on the Implementation "Flexible Learning in the Philippines." A sample of 408 students participated in the study. The self-determination theory model and contextual approach to e-learning delivery (learning flexibility, online learning, study management, technology, modular learning, and online interaction) were used as theoretical underpinnings. Data collected using electronic surveys and information from semi-structured interviews were analyzed. The application of a descriptive survey confirms the low level of readiness among students. When compared across the population, the results provided no significant difference in the level of readiness among students when grouped according to sex and provided significant difference according to year level and Course. Interpreting the results together with qualitative analysis parallels the notion of difficulties among students in all dimensions of flexible learning. This research places the thrust of improving curriculum delivery by addressing flexible learning policies in the local context.
... This type of interaction can take the form of group projects or group discussions, for example. Student-student interaction is vital to building community in an online environment, which supports productive learning by enhancing the development of problem-solving and critical thinking skills [43]. In one study, students who displayed high levels of interaction with other students reported high levels of learning outcomes and satisfaction [44]. ...
Article
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The global coronavirus disease (COVID-19) outbreak forced a shift from face-to-face education to online learning in higher education settings around the world. From the outset, COVID-19 online learning (CoOL) has differed from conventional online learning due to the limited time that students, instructors, and institutions had to adapt to the online learning platform. Such a rapid transition of learning modes may have affected learning effectiveness, which is yet to be investigated. Thus, identifying the predictive factors of learning effectiveness is crucial for the improvement of CoOL. In this study, we assess the significance of university support, student–student dialogue, instructor–student dialogue, and course design for learning effectiveness, measured by perceived learning outcomes, student initiative, and satisfaction. A total of 409 university students completed our survey. Our findings indicated that student–student dialogue and course design were predictive factors of perceived learning outcomes whereas instructor–student dialogue was a determinant of student initiative. University support had no significant relationship with either perceived learning outcomes or student initiative. In terms of learning effectiveness, both perceived learning outcomes and student initiative determined student satisfaction. The results identified that student–student dialogue, course design, and instructor–student dialogue were the key predictive factors of CoOL learning effectiveness, which may determine the ultimate success of CoOL.
... The modern education system massively promotes distance learning, including online programs, as it is a need of an hour. Moreover, the biggest advantage is exposure to an unlimited prospect of education, besides setting the latest standard for instructors, which is only possible in an online educational system (Kolloff, 2013). Therefore, an online educational setting involves various advantages such as, ...
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The worth of online education has been increased to a great extent during Covid 19. The present study investigates the perceptions of Pakistani university students regarding online classes. The data was collected from 300 students of 4 universities in Lahore. The findings specified a sufficient level of satisfaction among the participants, but with an encounter of the hindrances caused by the technology. In contrast, the learners contended with the space they got from the online learning by taking classes from anywhere with all the precision of the materials and syllabus.
... An interactive-type didactic organization that also entails couple or group activities, it allows the set-up of collaborative learning forms where students interact to work together and help one another. The interaction, which is made possible through collaborative learning, has two fundamental values for linguistic production [22]: • a quantitative value: more opportunities to use the language are provided. The student-to-student interaction allows the formation of groups, with the possibility for all to simultaneously and actively become involved in an activity: • a qualitative value: from the standpoint of the promotion of the foreign language, the qualitative aspect lies in the possibility that the interaction gives the students to use the foreign language to convey meanings for authentic purposes and, most of all, to negotiate the meaning of the message if necessary. ...
Conference Paper
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This article is aimed at identifying a set of quality indicators to analyze an on-line learning process referred to one of the methodologies that is currently considered among the most effective to promote language learning in formal contexts, i.e. the CLIL (Content and Language Integrated Learning). This methodology calls for various activities (speaking, listening, reading and writing) supported by the ICT (Information and Communication Technologies). The main objective of this study is to evaluate the quality of a CLIL practical activity (task) carried out in e-learning mode, using Technologies to support the teacher’s/tutor’s activity and boost students’ learning of the basic aspects of a certain subject matter and their competence in discussing and debating. The indicators are used to analyze cognitive, meta-cognitive and relational aspects, drawing on a content analysis methodology. The model appears to have a wide range of possible applications in other online courses.
Chapter
Education is an enterprise that is rich with interactions amongst people from varied and diverse backgrounds. Online education has become increasingly popular with teachers and others who desire an advanced degree that will allow them entry into administrative positions in school leadership. It is assumed that graduates of strictly online programs do not possess the necessary people skills that will allow for success as school administrators. The research conducted in this study is relevant for the simple fact that school leaders need to have a certain amount of emotional intelligence in order to perform their jobs in a quality manner. Findings from this study suggest that supervisors of graduates of an online degree program from a regional university are pleased with the employees they have hired, thereby confirming that the curriculum being taught is relevant and cognizant of the concepts related to interpersonal relationships.
Article
In response to the abrupt shift to remote learning in 2020, the authors offer evidence-based practices for virtual instruction, along with tips, suggestions, and technologies for immediate implementation.
Conference Paper
Podcasting as a social technology endorsed integrating push based mobile learning (m-learning) and pull based electronic learning (e-learning) into push-pull blended learning (b-learning), which gets the students involved in the development and reception of course podcasts, and thus feel a higher level of social presence and achieve better academic results. Podcasting impact differs in societies and countries, it is one of the motivations and outcomes of this work. PodBoard, a blended learning environment is implemented, its performance is evaluated using Task Technology Fit (TTF) model. Results based on Egyptian students responses are presented.
Article
Podcasting as a social technology endorsed integrating push based mobile learning (m-learning) and pull based electronic learning (e-learning) into push-pull blended learning (b-learning), which gets the students involved in the development and reception of course podcasts, and thus feel a higher level of social presence and achieve better academic results. Podcasting impact differs in societies and countries, it is one of the motivations and outcomes of this work. PodBoard, a blended learning environment is implemented, its performance is evaluated using Task Technology Fit (TTF) model. Results based on Egyptian students responses are presented.
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Faculty use of Web-based instruction for psychomotor learning in community college radiography programs
Book
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Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use, and not to use, each of those methods. It is about how to help people learn better. This volume provides a concise summary of a broad sampling of new methods of instruction currently under development, helps show the interrelationships among these diverse theories, and highlights current issues and trends in instructional design. It is a sequel to Volume 1 of Instructional-Design Theories and Models, which provided a "snapshot in time" of the status of instructional theory in the early 1980s. Dramatic changes in the nature of instructional theories have occurred since then, partly in response to advances in knowledge about the human brain and learning theory, partly due to shifts in educational philosophies and beliefs, and partly in response to advances in information technologies. This book is intended for practitioners and graduate students interested in education and training. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Computer-conferencing in the context of theory and practice of distance education
  • M Moore
Moore, M. (1991). Computer-conferencing in the context of theory and practice of distance education. Proceedings of the International Symposium on Computer Conferencing, 1-9, Columbus, OH: Ohio State University.
Her responsibilities include teaching technology and literature courses for library science graduate students. She teaches using ITV and web-based instruction. She received her Ed
  • Dr
  • Maryann
Dr. MaryAnn Kolloff is an assistant professor in the Department of Curriculum and Instruction at Eastern Kentucky University (EKU). Her responsibilities include teaching technology and literature courses for library science graduate students. She teaches using ITV and web-based instruction. She received her Ed.D. in Instructional Systems Technology from Indiana University;