Successful Online Learning: What Does Learner Interaction with Peers, Instructors and Parents Look Like?
Whitney Keaton, Andrew Gilbert, George Mason University, United States
Journal of Online Learning Research Volume 6, Number 2, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The student perspective in research done in online and STEM education is largely absent but is important for understanding how both of these areas can come together to best serve students. This study uses teacher ratings, school data and student interviews to investigate the perceptions students in online STEM courses have of their past and current educational experiences. Also, using an adaptation of Moore’s Framework of Interactions (Moore, 1989), the academic and extracurricular behaviors of these students are examined in relation to their interactions others, specifically instructors, parents and peers. It was found that the interactions that students have with these stakeholders are different in this setting as compared to a traditional learning environment. Teachers in online schools serve the role of a facilitator that students felt was important to their success, but was not their only source of instruction. Parents took on many roles in this setting, including monitoring, motivating, instructing and organizing. Learner-learner interaction looked the most different compared to traditional schools because these participants generally had little interaction with peers due to time and distance constraints. Implications of these findings for students, schools, education and research are given.
Keaton, W. & Gilbert, A. (2020). Successful Online Learning: What Does Learner Interaction with Peers, Instructors and Parents Look Like?. Journal of Online Learning Research, 6(2), 129-154. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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