@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(1):41-50
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(1):41-50
Effective Factors on Student-Teacher Interaction in Web-Based Learning Environment
ARTICLE INFO
Article Type
Original ResearchAuthors
Purjamshidi M. (* )Fardanesh H. (1 )
Norouzi D. (2 )
(* ) Educational Sciences Department , Human Sciences Faculty, Bu-Ali Sina University, Hamedan, Iran
(1 ) Educational Sciences Department, Human Sciences Faculty, Tarbiat Modares University, Tehran, Iran
(2 ) Educational Technology Department, Psychology & Educational Sciences Faculty, Allameh Tabatabaei University, Tehran, Iran
Correspondence
Address: Educational Sciences Department, Literature & Human Sciences Faculty, Bu-Ali Sina University, Shahid Mostafa Ahmadi Roshan Chaharbaq, Hamedan, IranPhone: +988118292614
Fax: +9881182925309
maryamporjamshidi@gmail.com
Article History
Received: July 27, 2013Accepted: December 2, 2013
ePublished: March 17, 2014
ABSTRACT
Aims
Making interaction as a key element of teaching and learning process is one of the
challenges of the educators and designers of the distance learning courses, particularly
the web- based education. One of the preconditions for an effective design of web-based
education is to identify the influencing factors on interaction. The aim of this study was to
identify the influencing factors on student-lecturer interaction in the web-based education to
offer appropriate solutions in order to increase interaction.
Materials & Methods In this qualitative study with qualitative content analysis method, 15 virtual undergraduate and graduate students of the medical sciences faculty and 10 lecturers of virtual education of medical sciences faculties of two universities of Tarbiat Moddares and Tehran were selected, using purposive sampling. The resulting data from each interview were coded and then, the subsequent interview was conducted. Maxqdata 10 software was used for inductive content analysis. Identifying the sub-categories and, finally, the categories was conducted by the researcher herself, based on the resulting data from qualitative content analysis.
Findings 110 primary codes were extracted from data analysis and after merging and overlapping the codes, 8 main categories and 56 sub-categories were obtained as influencing factors on the learner’s interaction with the lecturer.
Conclusion The influencing factors on the learner’s interaction with the lecturer in the webbased learning environment include technical and instrumental skills, communication skills, commitment and discipline, scientific ability, live audio and video communication, quantity and quality of communication facilities, motivation and attitudes towards virtual education and number of students.
Materials & Methods In this qualitative study with qualitative content analysis method, 15 virtual undergraduate and graduate students of the medical sciences faculty and 10 lecturers of virtual education of medical sciences faculties of two universities of Tarbiat Moddares and Tehran were selected, using purposive sampling. The resulting data from each interview were coded and then, the subsequent interview was conducted. Maxqdata 10 software was used for inductive content analysis. Identifying the sub-categories and, finally, the categories was conducted by the researcher herself, based on the resulting data from qualitative content analysis.
Findings 110 primary codes were extracted from data analysis and after merging and overlapping the codes, 8 main categories and 56 sub-categories were obtained as influencing factors on the learner’s interaction with the lecturer.
Conclusion The influencing factors on the learner’s interaction with the lecturer in the webbased learning environment include technical and instrumental skills, communication skills, commitment and discipline, scientific ability, live audio and video communication, quantity and quality of communication facilities, motivation and attitudes towards virtual education and number of students.
CITATION LINKS
[1]Garrison DR, Shale D. Education at a distance: from Issues to practice. Malabor: Robert E Krieger; 1990.
[2]Sewart D. Individualizing support services. Learning at a Distance: A World Perspective. Daniel JS, Stroud MA, Thompson JR, editor. Edmonton: ICCE/Athabasca University; 1982.
[3]Dewey J. Experience and education. New York: Collier Macmillan; 1938.
[4]Vygotsky L. S. Thought and language. Cambridge, MA: MIT Press; 2012.
[5]Jonassen D, Davidson M, Collins M, Campbell J, Haag B.B. Constructivism and computer-mediated communication in distance education. Am J distance educ.1995;9(2):7-26.
[6]Thurmond V, Wambach K. Understanding interactions in distance education: A review of the literature. Int J Instr Tech Distance Learning. 2004;1(1):9-26.
[7]Muirhead B, Juwah, C. Interactivity in computer-mediated college and university education: A recent review of the literature. Educ Technol Soc. 2004;7(1):12-20.
[8]Sims R. Interactivity on stage: Strategies for learner-designer communication. Aust J Educ Tech. 1999;15(3):257-72.
[9]Yukselturk E, Yildirim Z. Investigation of interaction, online support, course structure and flexibility as the contributing factors to students' satisfaction in an online certificate program. Educ Technol Soc. 2008;11(4):51-65.
[10]Dennen VP, Darabi AA, Smith LJ. Instructor–learner interaction in online courses: The relative perceived importance of particular actions on performance and satisfaction. Distance Educ. 2007;28(1):65-79.
[11]Cummins KA. A Relationship between interpersonal interaction and course performance among online RN-BSN [dissertation]. Capella University; 2011.
[12]Moore MG. Three types of interaction. Am J Distance Educ. 1989;3(2):1-7.
[13]Holmberg B. Guided didactic conversation in distance education. Sewart D, Keegan D, Holmberg B, editors. Distance Education: International Perspectives. London: Croom Helm; 1983.
[14]Brown R. Theory About The Process Of Community-Building In Distance Learning Classes. JALN. 2001;5(2):18-35.
[15]Palloff RM, Pratt K. Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom 1st ed. San Francisco: Jossey-Bass Publishers; 1999.
[16]Bray E, Aoki K, Dlugosh L. Predictors of learning satisfaction in Japanese online distance learners. Int Rev Res Open Distance Learn. 2008;9(3):1-24.
[17]Chejlyk SN. The effects of online course format and three components of student perceived interactions on overall course satisfaction [Dissertation]. United States: Capella University; 2006.
[18]Bernard RL. Enhancing interaction in web-based courses: Instructional strategies [dissertation]. Laramie: Wyoming University; 2001.
[19]Palloff RM, Pratt K. Collaborating online: Learning together in community. San Francisco CA: Jossey-Bass; 2005.
[20]Tyler-Smith K. Early attrition among first time elearners: a review of factors that contribute to drop-out, withdrawal and non-completion rates of adult learners undertaking e-Learning programmes. JOLT. 2006;2(2):73-85.
[21]Spellman N. Enrollment and retention barriers adult students encounter [Electronic version]. Comm Coll Enterprise. 2008;13(1):63-79.
[22]Lynch MM. The Online Educator: A Guide to Creating the Virtual Classroom. London: Routledge Falmer; 2002.
[23]Kuo YC. Interaction, internet self-efficacy, and self-regulated learning as predictors of student satisfaction in distance education courses [dissertation]. Utah State University; 2010.
[24]Nankivell KJ. A study of virtual reality environment as a venue for social interaction among distance learners [dissertation]. Capella University. 2011.
[25]Avalos B. Teacher professional development in Teaching and Teacher Education over ten years. Teaching Teacher Educ. 2011;27(1):10-20.
[26]Mc person, Nunes, MB. Developing innovation in online learning. London: Routledge Falmer; 2004.
[27]Schweizer HE. Learning in Business. JME. 2004;28(6):11-23.
[28]Dinet J, Favart M, passerault JM. Searching for information in an online public access catalogue (OPAC): the impacts of information search expertise on the use of Boolean operators. JCAL. 2004;20(5):338-46.
[29]Kearsley G. Online Education: Learning and teaching in cyberspace. Wadsworth: Wadsworth Publishing; 1999.
[30]Berge ZL, Collins MP. Computer mediated communication and the online classroom: distance learning. Cresskill: Hampton Press; 1995.
[31]Pena CM. The design and development of an online, case-based course in a teacher preparation program. JIOl. 2004;3(2):1-18.
[32]Beldarrain Y. Engaging the 21st century learner: An exploratory study of the relationship between interaction and achievement in the virtual high school [dissertation]. Minneapolis: Capella University; 2008.
[33]Shannon S. Three approaches to qualitative content analysis. Q Health Res. 2005;15(9):1277-88.
[34]Yengin I, Karahoca A, Karahoca, D. E-Learning success model for instructors’ satisfactions in perspective of interaction and usability outcomes. Procedia Com Sci. 2011;3:1396-404.
[35]Bolliger DU, Wasilik O. Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Educ. 2009;30(1):103-16.
[36]Levinsen KT. Qualifying online teachers-communicative skills and their impact on e-learning quality. Educ Inf Technnol. 2007;12(1):41-51.
[37]AndersonT. Theory and Practice of Online Learning. Athabasca, AB: Athabasca University. 2008.
[38]Topcu A, Ubuz B. The Effects of metacognitive Knowledge on the pre-service Teacher’ Participation in the Asynchronous Online Forum. Educ Technol Soc. 2008;11(3):1-12.
[39]Topcu A, Ubuz B. The Effects of metacognitive Knowledge on the pre-service Teacher’ Participation in the Asynchronous Online Forum. Educ Technol Soc. 2008;11(3):1-12.
[40]Palloff R M, pratt K. the virtual student. Translate by farhad shafiepoor motlagh. Mahalat: Azad University Press. 2005 [Persian].
[41]Porter LR. Developing on online Curriculum: Technologies and Techniques. London: Information Science Publishing; 2004.
[42]Salmon G. E-moderating: The Key to Teaching and Learning Online. London: Routledge Falmer; 2004.
[43]Kear K. Online and Social Networking Communities. New York: Routledge; 2011.
[44]Fredericksen E, Pickett A, Swan K, Pelz W, Shea P. Factors influencing faculty satisfaction with asynchronous teaching and learning in the SUNY learning network. Needham: Olin College; 2000.
[45]Bernard RM, Abrami PC, Borokhovski E, Wade CA, Tamim M, Surkes MA, Clement Bethel E. A Meta-Analysis of three types of interaction treatments in distance education. Rev Educ Res. 2009;79(3):124-8.
[46]Rockwell SK, Schauer J, Fritz SM, Marx DB. Incentives and obstacles influencing higher education faculty and administrators to teach via distance. OJDLA. 2002;2(4).
[47]Allen IE, Seaman J. Making the grade; Online education in the United States. Sloan Consortium; 2006.
[48]Tello SF. An analysis of the relationship between instructional interaction and student persistence in online education [dissertation]. University of Massachusetts; 2002.
[49]Hartman J, Dziuban C, Moskal P. Faculty satisfaction in ALNs: A dependent or independent variable. J Async Learning Net. 2000;4(3):151-72.
[50]Boliger D, Wasilik O. Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Educ. 2009;30(1):103-16.
[51]Schifter CC. Faculty motivators and inhibitors for participation in distance education. Educ Technol. 2000;40(2):43-6.
[52]Pensabene TC. Effectiveness of strategies to enhance interaction in courses employing different blend categories [dissertation]. Capella University; 2011.
[53]Hawkins A. Interaction and disconnection in a virtual high school [dissertation]. Brigham University; 2011.
[54]Cummins CA. A relationship between interpersonal interaction and course performance among online RN-BSN learners [dissertation]. Capella University; 2011.
[55]Angeli C, Valanides N, Bonk CJ. Communication in a web-based conferencing system: The quality of computer-mediated interactions. Br J Educ Tech. 2003;34(1):31-43.
[56]Bates AW, Poole G. Effecting teaching with technology in higher education. Translate by Bibi Eshrat zamani and Sayed Amin Azimi. Tehran: Samt; 1388. [Persian].
[57]Vrasidas C, McIsaac M. Factors influencing interaction in an online course. Am J Distance Educ. 1999;13(3):22- 36.
[2]Sewart D. Individualizing support services. Learning at a Distance: A World Perspective. Daniel JS, Stroud MA, Thompson JR, editor. Edmonton: ICCE/Athabasca University; 1982.
[3]Dewey J. Experience and education. New York: Collier Macmillan; 1938.
[4]Vygotsky L. S. Thought and language. Cambridge, MA: MIT Press; 2012.
[5]Jonassen D, Davidson M, Collins M, Campbell J, Haag B.B. Constructivism and computer-mediated communication in distance education. Am J distance educ.1995;9(2):7-26.
[6]Thurmond V, Wambach K. Understanding interactions in distance education: A review of the literature. Int J Instr Tech Distance Learning. 2004;1(1):9-26.
[7]Muirhead B, Juwah, C. Interactivity in computer-mediated college and university education: A recent review of the literature. Educ Technol Soc. 2004;7(1):12-20.
[8]Sims R. Interactivity on stage: Strategies for learner-designer communication. Aust J Educ Tech. 1999;15(3):257-72.
[9]Yukselturk E, Yildirim Z. Investigation of interaction, online support, course structure and flexibility as the contributing factors to students' satisfaction in an online certificate program. Educ Technol Soc. 2008;11(4):51-65.
[10]Dennen VP, Darabi AA, Smith LJ. Instructor–learner interaction in online courses: The relative perceived importance of particular actions on performance and satisfaction. Distance Educ. 2007;28(1):65-79.
[11]Cummins KA. A Relationship between interpersonal interaction and course performance among online RN-BSN [dissertation]. Capella University; 2011.
[12]Moore MG. Three types of interaction. Am J Distance Educ. 1989;3(2):1-7.
[13]Holmberg B. Guided didactic conversation in distance education. Sewart D, Keegan D, Holmberg B, editors. Distance Education: International Perspectives. London: Croom Helm; 1983.
[14]Brown R. Theory About The Process Of Community-Building In Distance Learning Classes. JALN. 2001;5(2):18-35.
[15]Palloff RM, Pratt K. Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom 1st ed. San Francisco: Jossey-Bass Publishers; 1999.
[16]Bray E, Aoki K, Dlugosh L. Predictors of learning satisfaction in Japanese online distance learners. Int Rev Res Open Distance Learn. 2008;9(3):1-24.
[17]Chejlyk SN. The effects of online course format and three components of student perceived interactions on overall course satisfaction [Dissertation]. United States: Capella University; 2006.
[18]Bernard RL. Enhancing interaction in web-based courses: Instructional strategies [dissertation]. Laramie: Wyoming University; 2001.
[19]Palloff RM, Pratt K. Collaborating online: Learning together in community. San Francisco CA: Jossey-Bass; 2005.
[20]Tyler-Smith K. Early attrition among first time elearners: a review of factors that contribute to drop-out, withdrawal and non-completion rates of adult learners undertaking e-Learning programmes. JOLT. 2006;2(2):73-85.
[21]Spellman N. Enrollment and retention barriers adult students encounter [Electronic version]. Comm Coll Enterprise. 2008;13(1):63-79.
[22]Lynch MM. The Online Educator: A Guide to Creating the Virtual Classroom. London: Routledge Falmer; 2002.
[23]Kuo YC. Interaction, internet self-efficacy, and self-regulated learning as predictors of student satisfaction in distance education courses [dissertation]. Utah State University; 2010.
[24]Nankivell KJ. A study of virtual reality environment as a venue for social interaction among distance learners [dissertation]. Capella University. 2011.
[25]Avalos B. Teacher professional development in Teaching and Teacher Education over ten years. Teaching Teacher Educ. 2011;27(1):10-20.
[26]Mc person, Nunes, MB. Developing innovation in online learning. London: Routledge Falmer; 2004.
[27]Schweizer HE. Learning in Business. JME. 2004;28(6):11-23.
[28]Dinet J, Favart M, passerault JM. Searching for information in an online public access catalogue (OPAC): the impacts of information search expertise on the use of Boolean operators. JCAL. 2004;20(5):338-46.
[29]Kearsley G. Online Education: Learning and teaching in cyberspace. Wadsworth: Wadsworth Publishing; 1999.
[30]Berge ZL, Collins MP. Computer mediated communication and the online classroom: distance learning. Cresskill: Hampton Press; 1995.
[31]Pena CM. The design and development of an online, case-based course in a teacher preparation program. JIOl. 2004;3(2):1-18.
[32]Beldarrain Y. Engaging the 21st century learner: An exploratory study of the relationship between interaction and achievement in the virtual high school [dissertation]. Minneapolis: Capella University; 2008.
[33]Shannon S. Three approaches to qualitative content analysis. Q Health Res. 2005;15(9):1277-88.
[34]Yengin I, Karahoca A, Karahoca, D. E-Learning success model for instructors’ satisfactions in perspective of interaction and usability outcomes. Procedia Com Sci. 2011;3:1396-404.
[35]Bolliger DU, Wasilik O. Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Educ. 2009;30(1):103-16.
[36]Levinsen KT. Qualifying online teachers-communicative skills and their impact on e-learning quality. Educ Inf Technnol. 2007;12(1):41-51.
[37]AndersonT. Theory and Practice of Online Learning. Athabasca, AB: Athabasca University. 2008.
[38]Topcu A, Ubuz B. The Effects of metacognitive Knowledge on the pre-service Teacher’ Participation in the Asynchronous Online Forum. Educ Technol Soc. 2008;11(3):1-12.
[39]Topcu A, Ubuz B. The Effects of metacognitive Knowledge on the pre-service Teacher’ Participation in the Asynchronous Online Forum. Educ Technol Soc. 2008;11(3):1-12.
[40]Palloff R M, pratt K. the virtual student. Translate by farhad shafiepoor motlagh. Mahalat: Azad University Press. 2005 [Persian].
[41]Porter LR. Developing on online Curriculum: Technologies and Techniques. London: Information Science Publishing; 2004.
[42]Salmon G. E-moderating: The Key to Teaching and Learning Online. London: Routledge Falmer; 2004.
[43]Kear K. Online and Social Networking Communities. New York: Routledge; 2011.
[44]Fredericksen E, Pickett A, Swan K, Pelz W, Shea P. Factors influencing faculty satisfaction with asynchronous teaching and learning in the SUNY learning network. Needham: Olin College; 2000.
[45]Bernard RM, Abrami PC, Borokhovski E, Wade CA, Tamim M, Surkes MA, Clement Bethel E. A Meta-Analysis of three types of interaction treatments in distance education. Rev Educ Res. 2009;79(3):124-8.
[46]Rockwell SK, Schauer J, Fritz SM, Marx DB. Incentives and obstacles influencing higher education faculty and administrators to teach via distance. OJDLA. 2002;2(4).
[47]Allen IE, Seaman J. Making the grade; Online education in the United States. Sloan Consortium; 2006.
[48]Tello SF. An analysis of the relationship between instructional interaction and student persistence in online education [dissertation]. University of Massachusetts; 2002.
[49]Hartman J, Dziuban C, Moskal P. Faculty satisfaction in ALNs: A dependent or independent variable. J Async Learning Net. 2000;4(3):151-72.
[50]Boliger D, Wasilik O. Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Educ. 2009;30(1):103-16.
[51]Schifter CC. Faculty motivators and inhibitors for participation in distance education. Educ Technol. 2000;40(2):43-6.
[52]Pensabene TC. Effectiveness of strategies to enhance interaction in courses employing different blend categories [dissertation]. Capella University; 2011.
[53]Hawkins A. Interaction and disconnection in a virtual high school [dissertation]. Brigham University; 2011.
[54]Cummins CA. A relationship between interpersonal interaction and course performance among online RN-BSN learners [dissertation]. Capella University; 2011.
[55]Angeli C, Valanides N, Bonk CJ. Communication in a web-based conferencing system: The quality of computer-mediated interactions. Br J Educ Tech. 2003;34(1):31-43.
[56]Bates AW, Poole G. Effecting teaching with technology in higher education. Translate by Bibi Eshrat zamani and Sayed Amin Azimi. Tehran: Samt; 1388. [Persian].
[57]Vrasidas C, McIsaac M. Factors influencing interaction in an online course. Am J Distance Educ. 1999;13(3):22- 36.