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ERIC Number: EJ1117154
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1648-5831
Investigating the Drivers of Student Interaction and Engagement in Online Courses: A Study of State-of-the-Art
Purarjomandlangrudi, Afrooz; Chen, David; Nguyen, Anne
Informatics in Education, v15 n2 p269-286 2016
Online learning has become a widespread method for providing learning at different levels of education. It has facilitated the learning in many ways and made it more flexible and available by providing learners with more opportunities to learn information, further access to different learning resources, and collaboration rather than face-to-face learning. In spite of these benefits and rapid growth of online education, success and persistence in such courses is one the important aspects of online learning research and it relies on different factors. Therefore investigating the reasons of students' dropout of an online education course or program and its contributing factors is essential in this area. One of the biggest barriers in online learning system is lack of interactions. In learning, interaction between students themselves, with the course content, and course instructors is important for conveying information, enhancing teaching quality, giving directions, and many more functions. The aim of this research is to review the literature to propose a clearer picture of studies have been conducted regarding online interaction and factors that impact it in online education systems.
Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Canada; China; Croatia; Finland; Hong Kong; Malaysia; South Korea; Spain; Taiwan; Turkey; United Arab Emirates; United States
Grant or Contract Numbers: N/A