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ERIC Number: ED513157
Record Type: Non-Journal
Publication Date: 2009
Pages: 188
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1092-7830-9
Online Student Cohorts' Experiences of Interaction: A Comparison of Online and Traditional Student Cohorts' Experiences of Interaction that Affect Learning and Persistence
Kata, Mary Lou
ProQuest LLC, Ph.D. Dissertation, Oakland University
In traditional classes, student engagement through appropriate and adequate faculty-student and student-student interaction positively affects the students' quality of learning, and persistence. Students enrolled in traditional cohort groupings have increased opportunities of student engagement through interaction by the nature of the cohort structure. However, less is known about how the online environment may affect the increased opportunities for interaction cohort groupings can provide. The primary focus of this study was to research if online students' experiences of faculty-student and student-student interaction that promote quality of learning and persistence in traditional cohort groupings were experienced by students enrolled in cohorts who took their classes online. Cohorts of students enrolled in either the traditional or online Education Specialist Degree Program at a mid-size, mid-west, research university participated in surveys and interviews. The surveys provided data for a comparison of the traditional cohorts' interaction experiences to the online cohorts' interaction experiences. The interview provided more information on why the students in the online cohorts felt the way they did about their interaction experiences. The findings from comparing the interaction experiences in the online and traditional formats revealed that overall traditional cohorts reported higher levels of satisfaction with peer and faculty interaction. The findings also showed that opportunities existed for appropriate and adequate faculty-student and student-student interaction within the online classroom. However, these findings regarding the online interaction were not consistently reported for each course or at the same level of self-reported satisfaction over the two-year period for which data were analyzed. The findings of the qualitative interviews revealed that overall the online cohorts did not find the online format to be a barrier to interaction. While adequate and appropriate interaction did not exist for every student in every online class, the types of faculty-student and student-student interaction that promote learning and persistence were reported to exist within the online environment. These findings provide insights into the online cohort students' experiences of the types of interaction that affect learning and persistence and can assist educators who develop online courses and faculty who teach online to incorporate these types of interaction experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A