The Importance of Interaction in Web-Based Education: A Program-Level Case Study of Online MBA Courses

Autor/inn/en	Su, Bude; Bonk, Curtis J.; Magjuka, Richard J.; Liu, Xiaojing; Lee, Seung-hee
Titel	The Importance of Interaction in Web-Based Education: A Program-Level Case Study of Online MBA Courses
Quelle	In: Journal of Interactive Online Learning, 4 (2005) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4914
Schlagwörter	Web Based Instruction; Online Courses; Masters Programs; Business Administration Education; Case Studies; Interaction; Mixed Methods Research; Graduate Students; College Faculty; Student Attitudes; Teacher Attitudes; Learning Activities; Interviews; Content Analysis; Student Surveys + Suchen Sie Ihr Suchwort? Web Based Training; Online course; Online-Kurs; Magister course; Magisterstudiengang; Case study; Fallstudie; Case Study; Interaktion; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Schülerverhalten; Lehrerverhalten; Lernaktivität; Interviewing; Interviewtechnik; Inhaltsanalyse; Schülerbefragung
Abstract	Though interaction is often billed as a significant component of successful online learning, empirical evidence of its importance as well as practical guidance or specific interaction techniques continue to be lacking. In response, this study utilizes both quantitative and qualitative data to investigate how instructors and students perceive the importance of online interaction and which instructional techniques enhance those interactions. Results show that instructors perceive the learner-instructor and learner-learner interactions as key factors in high quality online programs. While online students generally perceive interaction as an effective means of learning, they vary with regard to having more interaction in online courses. Such variations seem to be associated with differences in personality or learning style. The present study also shows that instructors tend to use technologies and instructional activities that they are familiar with or have relied on in traditional classroom settings. When it comes to learning more sophisticated technologies or techniques, instructors vary significantly in their usage of new approaches. (As Provided).
Anmerkungen	University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01