Online Solitude: A Lack of Student Interaction PROCEEDINGS
Kathryn Matthew, University of Houston - Clear Lake, United States ; Rebecca Callaway, Arkansas Tech University, United States ; Christie Matthew, Josh Matthew, United Space Alliance, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This exploratory study examines the experiences of three graduate students participating in online learning classes that were not designed to include student interactions. Research on the design of online learning environments examines the importance of interactions in building a community, facilitating learning, motivating students, and increasing satisfaction (Bober & Dennen, 2001; Carnevale, 2001; Chang, 2001; Moore & Marna, 2005; Murphy & Mahoney, 2001; Northrup, 2002). This case study examines the experiences of three graduate students enrolled in online courses offered by universities in two different southern states. All three students have extensive experience with technology and are comfortable with the online environment. Students' frustrations and concerns regarding online courses that lack interaction are being examined through interviews, discussions, and examinations of course content found in Blackboard and WebCT. Data collection continues and will be analyzed at the completion of the courses in May.
Matthew, K., Callaway, R., Matthew, C. & Matthew, J. (2006). Online Solitude: A Lack of Student Interaction. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 734-739). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2018 from https://www.learntechlib.org/primary/p/23779/.
© 2006 Association for the Advancement of Computing in Education (AACE)
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