Abstract
While researchers agree that student participation is key to learning, it seems that the issue of interaction in online learning is not yet resolved. The current study investigated students’ online interaction and online learner participation in an online enabling science subject and compared this with their final grades. The data were analysed through the lens of Anderson’s (2003) interaction equivalence theorem. The findings from the current study provide support for the interaction equivalence theorem. Student-teacher interaction and student-content interaction were evident, but not student-student interaction. Significant relationships were found between student success and online learner participation, but not online interaction. Generalisations are limited by a small sample size and online interaction and participation was measured in terms of quantity rather than quality. Still, following the interaction equivalence theorem, it appears that students can have a satisfying and meaningful learning experience despite not having student-student interaction.
Highlights
Many colleges and universities offer degree programs and courses via distance education, making it possible for students to access higher education without physically attending classes (Butner, Smith, & Murray, 1999)
No significant relationship was found between the number of discussion forum posts made by students and their final grades
Anderson (2003) stated that deep and meaningful learning can occur as long as students engage in student-teacher interaction, student-student interaction, or student-content interaction at a high level
Summary
Many colleges and universities offer degree programs and courses via distance education, making it possible for students to access higher education without physically attending classes (Butner, Smith, & Murray, 1999). Distance education has evolved through five generations as a result of the development of new technology (Taylor, 2001). The ‘distance’ in distance education is not as relevant anymore, as new technologies have the potential to remove distance by providing flexibility (Aoki, 2012). It is possible for students to attend virtual classrooms and participate in discussion forums without leaving their homes. Because of the rapid development of technology, ‘distance’ education has been replaced by ‘online’ education. Online learning is becoming increasingly popular (Kahu, Stephens, Leach, & Zepke, 2013) and is vital in providing students from regional areas access to higher education (National Centre for Student Equity in Higher Education, 2017)
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