Interaction in Online Courses: More Is NOT Always Better
ARTICLE
Christian J. Grandzol, John R. Grandzol
Online Journal of Distance Learning Administration Volume 13, Number 2, ISSN 1556-3847
Abstract
Cognitive theory suggests more interaction in learning environments leads to improved learning outcomes and increased student satisfaction, two indicators of success useful to program administrators. Using a sample of 359 lower-level online, undergraduate business courses, we investigated course enrollments, student and faculty time spent in interaction, and course completion rates, all drivers of resource consumption. Our key findings indicate that increased levels of interaction, as measured by time spent, actually decrease course completion rates. This result is counter to prevailing curriculum design theory and suggests increased interaction may actually diminish desired program reputation and growth. (Contains 3 figures and 3 tables.)
Citation
Grandzol, C.J. & Grandzol, J.R. (2010). Interaction in Online Courses: More Is NOT Always Better. Online Journal of Distance Learning Administration, 13(2),. Retrieved July 6, 2022 from https://www.learntechlib.org/p/76546/.
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Keywords
- academic achievement
- Academic Persistence
- administrators
- curriculum design
- EDUCATIONAL ENVIRONMENT
- Enrollment
- Epistemology
- higher education
- interaction
- online courses
- Outcomes of Education
- participation
- Predictor Variables
- Sample Size
- Satisfaction
- Structural Equation Models
- Teacher Student Relationship
Cited By
View References & Citations Map-
Exploring change in graduate students’ perceptions of web-based education throughout an asynchronous course
Maria Mama Timotheou, Cyprus Ministry of Education and Culture, Cyprus
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 1391–1404
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Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses
Kristi Bordelon, KB Consulting, United States
Global Learn 2015 (April 2015) pp. 232–239
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Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses
Kristi Bordelon, Teacher Education University, United States
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 572–579
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Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses
Kristi Bordelon, Teacher Education University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2731–2738
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Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses
Kristi Bordelon, Teacher Education University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1058–1065
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Exploring learner to content interaction as a success factor in online courses
Tekeisha Zimmerman, The University of North Texas
The International Review of Research in Open and Distributed Learning Vol. 13, No. 4 (Sep 12, 2012) pp. 152–165
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