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ERIC Number: EJ1114190
Record Type: Journal
Publication Date: 2004
Pages: N/A
Abstractor: As Provided
ISSN: EISSN-1556-3847
Student Motivation for Learning at a Distance: Does Interaction Matter?
Kelsey, Kathleen D.; D'souza, Alan
Online Journal of Distance Learning Administration, v7 n2 Sum 2004
The case study evaluated a distance education program offered by a land-grant university agricultural college. The study used Holmberg's and Moore's theoretical frameworks of didactic conversation and multiple interactions to determine the importance of interaction on the efficacy of distance learning. The mixed methods approach used an original survey instrument and long faculty interviews. While students found the technology manageable, the faculty perceived technology as a barrier to effective instruction. Both, students and faculty were satisfied with the nature of interactions between them, although the faculty had individual preferences and faced some barriers to interaction. The study supported Holmberg's and Moore's contention that interaction may be a predicating factor for the success of distance education courses. The study also found that student-student interaction was not considered critical to learning. More research is necessary in the direction of curriculum modification to suit distance student needs.
State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A