Promoting Interactivity in Online Learning – Towards the Achievement of High-Quality Online Learning Outcomes

Abstract

Online learning is different from face-to-face contact learning. The former is technology-mediated and often accused of lacking the interaction the learners would have when learning together in contact sessions. However, the richness of online learning is flexibility, which allows learning to take place anytime from anywhere. Online learning through the utilisation of digital learning platforms may provide rich learning experiences. The Covid-19 pandemic prompted most institutions of higher learning to move to online learning due to restrictions on gathering. Some of the institutions were not prepared for this move and this resulted in challenges in implementing online learning effectively. When online learning is not implemented properly, students will be pedagogically distanced from the course instructor and the learning process. Moore’s (1989) transactional distance theory notes the importance of pedagogical distance to ensure effective distance learning. In this discussion, we unpack the transactional distance theory and suggest ways of promoting interactivity in online learning in different ways. Conclusions are drawn from the discussion and recommendations are made.
 
 <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

Impact of interactivity on learning outcome in online learning settings: Ordinal logit model

“…This study has several implications for academic research. First, it builds upon the work of Çakiroğlu and Kahyar, 9 Swan, 10 and Rugube et al 11 by utilizing a learning analytics approach to empirically analyze the interactivity attributes that influence learning outcomes, based on Moore’s 1 interactivity model and Garrison et al’s 13 CoI framework theory.…”

“…2,7,8 However, it has been noted that the effect of interactivity on learning performance or satisfaction in online learning has not been fully explored in the literature. To justify this gap, several relevant studies have suggested the importance of interaction in online learning, including the work of Çakiroglu and Kahyar, 9 Swan, 10 and Rugube et al 11 In this study, we aim to fill this gap by exploring the effect of interactivity on student achievement by extracting student interaction data from CANVAS, an online learning system.…”

Sustaining Pre-Service Teachers’ Virtual Engagement in a Health Education Course through Interactive Buzz Sessions

“…The term "interactive" denotes the way how two or more people connect and influence each other through communication (such as in the case of students to teachers, or their fellow students). In the height of the pandemic where online learning became the major instructional modality, providing various collaborative and interactive learning opportunities is crucial to delivering a rich learning experience to students (Rugube et al, 2020). Meanwhile, the term "buzz" may refer to a noun that manifests an ambiance (either in residential face-to-face or in a virtual ecosystem) characterized by enthusiasm and enjoyable activities.…”

A Dual-Role Collaborative Learning Support System for Simultaneous Speaking Acquisition in English and Japanese

“…Besides, because of the spread of COVID-19, face-to-face schooling was actively interrupted. This resulted in a significant shift to the online learning model, as students and teachers remained at home for their own protection (Rugube et al, 2020;Brief, P., 2020). Using digital tools to enhance group communication and collaboration has been shown to increase student involvement in group activities.…”