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The Role of Interaction in Enhancing Achievement and Student Satisfaction in an Online Course: A Rubric Analysis
PROCEEDINGS

, University of Canberra, Australia

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: Interaction is highly prized in online and distance education courses. Essential qualities of interaction have been widely discussed in the literature and parts of some courses evaluated against these specific qualities. This paper examines a course that was designed and implemented using constructivist learning principles with a high level of collaborative interaction. At the end of this course students were evaluated to determine their perceptions of achievement and satisfaction. A rubric devised by Roblyer and Wiencke (2003) was applied to benchmark types and levels of interaction. The conclusion reached is that while high level, quality interaction was an essential contributor to these students' achievement and satisfaction, some aspects of instructional design require modification to further enhance achievement and satisfaction.

Citation

Alderman, B. (2005). The Role of Interaction in Enhancing Achievement and Student Satisfaction in an Online Course: A Rubric Analysis. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 214-219). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 24, 2019 from .

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