Abstract
This paper is situated in the research area of distance learning in virtual environments. This article analyses the views of Brazilian students on the interaction in an online course taught and tutored by pre-service teachers of Letras – Ingles from UEL in 2013. The data point to three perspectives: (i) interaction as a clarification tool for the content from the lessons and/or the required tasks in the course, (ii) interaction as a valuable tool for the social construction of knowledge, and (iii) interaction as a compulsory task. The analysis may contribute to further research in the online course research field. DOI: 10.28998/2317-9945.2014v1n53p235-262
Highlights
Nowadays, the use of digital technologies in language education has become increasingly important due to the development of new tools, especially with the expansion of the internet (PAIVA, 2012)
Online learning has been extensively studied in recent years (NUGENT, 2009; MASON, 2011; LAMBROPOULOS, 2012; HAMILTON; HARLAND, 2012; students during the online course (SUNG); MAYER, 2012)
Interactivity is a key element in this kind of learning environment due to the importance of building relationships between students and teachers, as well as among learners (LIU, 2008; NUGENT, 2009; HAMILTON; HARLAND, 2012)
Summary
The use of digital technologies in language education has become increasingly important due to the development of new tools, especially with the expansion of the internet (PAIVA, 2012). One of the areas that has received a lot of attention is the role of interaction in online courses. Interactivity is a key element in this kind of learning environment due to the importance of building relationships between students and teachers, as well as among learners (LIU, 2008; NUGENT, 2009; HAMILTON; HARLAND, 2012). Such relationships seem to be necessary in order to build a “sense of community”, considering the lack of interaction to be one of the reasons why learners drop out of such courses (DUEBER; MISANCHUK, 2001)
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