You are here:

Interaction in Online Learning: A Comparative Study on the Impact of Communication Tools on Student Learning, Motivation, Self-regulation, and Satisfaction
PROCEEDINGS

, UNC Wilmington, United States ; , , UNCW, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The emergence of the newer web synchronous conferencing has provided the opportunity for high level of students to students and students instructor interaction in web-based learning environments. However, it is not clear whether absence or presence of synchronous or live interaction will affect the learning processes and outcomes to the same extent for all learners with various characteristics, or whether other factors that compensate for the absence of the live interaction can be identified and accounted for deeper learning processes and for higher quality of learning outcomes. The purpose of this presentation is to report the results of a study that investigated whether various communication tools and methods influence student learning process, learning outcomes, motivation, self-regulation and satisfaction.

Citation

Moallem, M., Pastore, R. & Martin, F. (2013). Interaction in Online Learning: A Comparative Study on the Impact of Communication Tools on Student Learning, Motivation, Self-regulation, and Satisfaction. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2286-2306). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 23, 2019 from .