Material Detail
Perceptions of Interactions in Online Courses
This study examined the use of synchronous video chat, Elluminate Live™ in online graduate courses. Four types of instructor interaction with students in online courses were compared. The methods included interaction with the instructor only asynchronously, instructor asynchronously plus a reader, instructor asynchronously plus synchronously through Elluminate Live™, and Instructor asynchronously, reader, and Elluminate Live™. One hundred fifty-one graduate students who took online courses in Educational Administration during the spring of 2009 were invited to participate in a twenty-one item online survey developed by the researchers regarding interaction in online courses. Graduate students in online courses in this study perceive the learner-to-content interaction, learner-to-learner interaction, learner-to-instructor interaction in the courses they take positively. When examining learner-to-content interaction this study found that females perceive the interaction significantly more favorably than their male colleagues. Interaction with the instructor was the one area in this study that received a lower level of agreement compared to responses to other survey items. Graduate students in online courses perceive the use of Elluminate Live™ more positively than that of a reader and the instructor synchronously.
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More about this material
- Material Type:
- Open (Access) Journal-Article
- Date Added to MERLOT:
- July 7, 2014
- Date Modified in MERLOT:
- July 7, 2014
- Authors:
-
Doreen Gosmire,
University of South Dakota
Marcia Morrison, University of South Dakota
Joanne Van Osdel, West Central School District - Submitter:
-
Barbra Bied Sperling
- Primary Audience:
- College Lower Division, College Upper Division, Graduate School, Professional
- Mobile Compatibility:
- Not specified at this time
- Technical Requirements:
- Adobe reader or web browser
- Language:
- English
- Cost Involved:
- No
- Source Code Available:
- No
- Accessibility Information Available:
- Unknown
- Creative Commons:
-
This work is licensed under a Attribution-NonCommercial-ShareAlike 3.0 United States
