Abstract
In this study, the usability of a social constructivist online teacher preparation course was examined using a framework developed for asynchronous constructivist courses. In particular, students’ approaches to learning through interactivity were examined. Students from around the world participated in the course. Data from weekly feedback were analyzed using phenomenography, a qualitative research approach that examined data from the student perspective and the descriptions of the students’ experiences. The findings from the weekly feedback analysis identified three qualitatively distinct types of interactivity: group work, synchronous meetings, and interpersonal interactions in the learning management system. Variation existed in students’ approaches to learning in these three types of interaction. Considerations for course designers are discussed at the conclusion of the analysis.
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