The Importance of Interactions in Online Instruction: Part 1: Learner–Instructor

Kim, Gi-Cheol; Gurvitch, Rachel; Lanier, Kacie V.; Carmon, Angela

doi:10.1080/07303084.2022.2050141

Cited by 1 publication

(6 citation statements)

References 5 publications

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“…Well-organized courses that include pedagogically-sound material delivery and assessments (or assignments) are rooted in the types of interactions present in the online course setting (Kim et al, 2022). Moore (1989) first wrote about three distinct interactions present in distance education courses and his work has since been cited more than 1,200 times.…”

Section: Managing Online Interactionsmentioning

confidence: 99%

“…Learner-to-instructor interactions facilitate learner-to-content interactions and involve the "interaction between the learner and the expert who prepared the subject material" (Moore, 1989, p. 2;Cho and Cho, 2017). Learner-to-instructor interactions are a traditional connection that is essential to the learning process (Kim et al, 2022). This interaction is two-way with invested instructors that provide material and feedback to learners and active learners who engage with the material and instructor (Cho and Cho, 2017).…”

Section: Learner-to-instructor Interactionsmentioning

confidence: 99%

“…This interaction is two-way with invested instructors that provide material and feedback to learners and active learners who engage with the material and instructor (Cho and Cho, 2017). For student-to-instructor interactions, Kim et al (2022) recommend starting online courses off with asynchronous introduction videos and synchronous informal meetings to help build rapport between the instructor and the students as well as between students. Garrels and Zemliansky (2022) recommended establishing set times instructors are available to connect with students, which is similar to what is recommended for face-to-face classes.…”

Section: Learner-to-instructor Interactionsmentioning

confidence: 99%

“…Instructors must strike a balance in terms of their digital presence within online courses, aiming to avoid excessive communication and overwhelming content. Instead, they should establish scheduled periods for online interaction, ensuring authenticity when engaging with students and making a meaningful impact without overpowering the comment section (Garrels and Zemliansky, 2022;Kim et al, 2022). Clear organization and structure of course material in the online learning platform can help students more easily engage with the material (Kim et al, 2022).…”

Section: Learner-to-instructor Interactionsmentioning

confidence: 99%

“…Instead, they should establish scheduled periods for online interaction, ensuring authenticity when engaging with students and making a meaningful impact without overpowering the comment section (Garrels and Zemliansky, 2022;Kim et al, 2022). Clear organization and structure of course material in the online learning platform can help students more easily engage with the material (Kim et al, 2022). Learner-to-instructor interactions are vital to student satisfaction, success, and engagement in the course; instructors need to be responsive and engaged with the course and students (Cho and Cho, 2017;Van den Berg, 2020).…”

Section: Learner-to-instructor Interactionsmentioning

confidence: 99%

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Challenges and instructor strategies for transitioning to online learning during and after the COVID-19 pandemic: a review of literature

Richards,

Thompson

2023

Front. Commun.

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The COVID-19 pandemic triggered an unprecedented shift to online learning, significantly impacting the higher education landscape. This paper examines the challenges faced by faculty and students during the rapid transition to online instruction and explores best practices for delivering effective online courses. The increased adoption of online learning created stress for faculty and resulted in academic setbacks for students. Although challenges are present strategies exist to help faculty create rich online learning environments. One important element is engagement, which looks at both student engagement with the material and with their classmates and faculty. In addition to working on student engagement the faculty were now in a position that required a new type of expertise to manage online interactions, which can be much different from their experiences in traditional classrooms. Insufficient time for proper course adaptation and limited knowledge of online teaching methods added to these challenges. Effective online delivery requires careful planning, utilization of advanced instructional technologies, and creating an immersive and interactive learning environment. Faculty must also adapt their teaching strategies to accommodate the unique challenges of online instruction. This review highlights the significance of a quality learning management system (LMS) as the backbone of online courses. An effective LMS facilitates course management, content delivery, and student interaction. Future considerations include providing comprehensive faculty support and training, promoting effective communication and collaboration among students, and incorporating interactive elements into online lessons. The following will provide lessons learned from the COVID-19 pandemic which will help faculty to improve their instructional competence and social presence in the online classroom.

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Section: Managing Online Interactionsmentioning

confidence: 99%