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ERIC Number: EJ1175660
Record Type: Journal
Publication Date: 2018-Apr
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1042-1726
Effects of Learner-to-Learner Interactions on Social Presence, Achievement and Satisfaction
Oyarzun, Beth; Stefaniak, Jill; Bol, Linda; Morrison, Gary R.
Journal of Computing in Higher Education, v30 n1 p154-175 Apr 2018
One current focus of research regarding online courses concentrates on identifying effective design and delivery methodologies. This non-experimental comparative research study investigated two types of learner-to-learner interaction techniques: designed and contextual interactions and their effects on learner achievement, social presence, interaction quality and learning satisfaction in online asynchronous courses. Designed interactions have a high level of collaborative/cooperative instructional intent. Contextual interactions provide the opportunity for interaction but have little or no collaborative/cooperative instructional intent. Results indicate designed interactions or interactions that have high levels of collaborative/cooperative intent positively affect learner achievement and satisfaction. Results also indicate that a high level of instructor social presence has positive effects on student achievement and learning satisfaction. The results continue to reveal that a high level of interactive quality significantly affects levels of instructor and learner social presence as well as learner satisfaction.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A