@2024 Afarand., IRAN

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ISSN: 2228-5468    Education Strategies in Medical Sciences 2014;7(1):41-50

Background
… [1-7] Interaction is a vital and inseparable element of all the distance educations [8-11]. Moore [12] and Holmberg [13] have studied interactions in the distance education. … [14, 15] Several researches have been demonstrated that effective interaction affects learning enhancement, satisfaction, and achievements of virtual courses [16-19], other studies have noted the effects of a weak interaction on quality and academic achievement [20-23].
Previous Studies
… [24, 25] Despite the fact that many researches have been done regarding interaction and its relation with academic performance and the effectiveness of E-learning courses [26-32], effective factors on the learner’s interaction with the university teacher have been only investigated less.
Aim(s)
The aim of the study was to identify the effective factors on the learner’s interaction with the university teacher in web-based education, in order to propose suitable strategies to increase interaction.
Research type
The research method is qualitative content analysis with inductive approach [33].
Research society, place and time
Graduate and under graduate virtual students of Medical Universities, and the university teachers of virtual education of two medical universities of Tarbiat Modares and Tehran Universities, who had at least 2 years virtual education experience were studied during the second semester of 2012-3 academic year
Sampling method and number
15 students and 10 university teachers were selected, using purposive sampling method.
Used devices&materials
Semi-structured interview was applied to collect data. Data from each interview were coded then, another interview was conducted. Sampling was terminated after 25 interviews,, since data were saturated and no new code was extracted. Theoretical background and related studies were used.‏ After primary compilation of the interview’s questions, related experts, including 5 educational technologists and 6 E-learning experts, checked the questions; and their viewpoints were applied in order to determine validity. Interview was performed from 30 to 60 minutes, according to the participants’ answers. Data were analyzed using qualitative content analysis with inductive approach with data collection simultaneously. ,. The interviews texts were revised and analyzed for several times by researchers using open coding system to produce the classes. The participants were asked to revise in order to confirm data accuracy and reliability. The sampling strategy, which arranged people on an extensive range, according to sex, virtual learning experience, and field of study was led to increase of data credit more. Maxqdata 10 software was used to analyze inductive content. The researcher identified sub-classes and classes, based on obtained data from qualitative content analysis.
Findings by Text
9 persons from the students were female and 7 persons from the university teachers were male university teacher. 110 primary codes were extracted from data analyzing. After merging and overlapping the codes, 8 main classes and 56 sub-classes were obtained as effective factors on the learner’s interaction with the university teacher. 1) Tools and technical skills: “acquaintance with Learning Management System (LMS)”, “mastery of online-class communication tools”, “the ability to use LMS communication tools”, and “regulation and establishment of synchronous and asynchronous communication facilities” (related to the university teacher and the learner). 2) Communication skills: “students encouragement the by the university teacher to participate and present new ideas”, “ continuous communication between the university teacher and the learner”, “the university teacher’s feedback on the student’s performance”, “two-side communication between the university teacher and the student”, “intimate and friendly atmosphere”, “challenging the students through discussion”, “respect to the students’ opinion”, “attention to the students’ messages and viewpoints”, “communication management in the virtual classroom”, “time management in a virtual classroom”, “attention to all students”, and “university teacher’s support of the student’s interaction” (related to the university teacher). 3) Commitment and discipline: “Follow-up care for students and their learning”, “regular informing”, “respect to the students’ rights ”, “timely and adequate feedback”, and “guiding the students” (related to the university teacher); “Timely response to homework”, “active and regular participation in activities and discussions”, “being present in concurrent connections” (related to the learner). 4) Scientific mastery: “presentation method”, “using appropriate and update content”, “clear lesson plan”, “mastery in the subject”, “using practical examples”, and “talking about scientific experiences” (related to the university teacher). 5) Live audio and video communications: “To see the students’ faces via webcam”, “the possibility to see the university teacher during communication”, and “to hear the student’s voice” (related to the university teacher and the student). 6) Quantity and quality of communication facilities: “Quality of the communication tools”, “the internet speed”, and “to activate communication tools” (related to the university teacher and the learner). 7) Motivation and attitudes toward virtual education: “Student’s attitude towards virtual education”, “university teacher’s attitude towards virtual student”, “university teacher’s attitude towards teaching in a virtual course”, “credit of virtual education”, “university teachers and students preoccupation”, and “the less university teacher’ earninguniversity teacher” (related to the university teacher and the student). 8) Number of the students: “Students’ age range” and “a large number of students” (related to the learner).
Main comparison to the similar studies
Results of some other studies regarding an increase in the interaction between the university teacher and the student due to the acquaintance with computer systems [29, 34, 35], are consistent with the results of the present study. According to the results of some studies, the university teacher’s mastery alongside providing practical examples affects the interaction between the university teacher and the student [29, 36, 40], … [37, 38, 39] which is consistent with the result of the present study. Results of the present study showing students’ more interaction in virtual environment as a consequence of their positive attitude towards virtual education, are consistent with the results of some other studies … [40-44] [45-47]. … [48-50]. According to the results of the present study, the large number of students affects the learner’s interaction with the university teacher and decreases it. This result is consistent with the results of some other studies [51, 54-56]. … [52, 53]
Suggestions
It is suggested that the factors affecting the learner-learner, the user interface, and content and support system’s interaction to be assessed in order to design teaching/learning web-based media concerning facilitate and increased learners’ interactions.
Limitations
Non-declared
Conclusions
The effective factors on learner’s interaction with the lecture are “tools and technical skills”, “communication skills”, “commitment and discipline”, “scientific mastery”, “live audio and video communications”, “quantity and quality of communication facilities”, “motivation and attitudes toward virtual education”, and “number of the students”.
Acknowledgments
The researchers feel grateful to the university teacher and the students on Tarbiat Modares University and Tehran University, and the personnel of Institute of Researches and Information Technology.
Conflict of interest
There is nothing to report.
Ethical Permissions
The officials of the intended universities agreed with interview performance.
Funding Sources
Officials of Research Council of Allameh Tabatabai University confirmed the study, and it had the financial support of Institute of Researches and Information Technology.