Can more interactivity improve learning achievement in an online course? Effects of college students' perception and actual use of a course-management system on their learning achievement

Abstract

This study aims to investigate how interactivity influence learners' use of interactive functions in the course-management system (CMS) and their online learning performance. A two-tier mediation framework is proposed to examine the mediating effects of different actual-use records concerning the CMS's interactive functions. Data are collected from 381 undergraduate students who enrolled in a general-education asynchronous online course from three universities in Taiwan. The results indicate that the relationships among students' self-reported use of interactive functions, students' perceptions of the usefulness of interactive functions, and students' actual-use logs have some direct influences on students' online learning performance (online-discussion scores, exam scores, and group-project scores). In addition, students' actual-use logs (the number of times of log-ins to the online course, the number of times students read learning materials, and the number of postings on the discussion board) have a mediated effect on students' self-reported frequency of logging into the CMS, students' self-reported frequency of using the learner–instructor/learner–learner interactive functions, and online learning performance. The findings and implications could constitute a useful guide for educational practitioners and designers concerned with the effective integration of interactivity into future online courses.