This paper is intended to investigate the degree to which interaction and other predictors contribute to student satisfaction in online learning settings. This was a preliminary study towards a dissertation work which involved the establishment of interaction and satisfaction scales through a content validity survey. Regression analysis was…

When converting from a paper-based distance mode to an online mode of teaching, certain expectations arise that students may engage not only in the development of extended research activity but that the quality of discussion and thinking will change. With access to open-ended discussion within the online forum the opportunity is afforded to…

This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction…

Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is…

Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups.…

As online collaborative technologies become easier to use, an increasing range of "virtual communities" are being established, often for educational purposes. This report stresses that an efficient technology is only part of the process underlying a successful online community. It considers the social process on which an online learning community…

This study was designed to evaluate the use of asynchronous discussion in distance education in terms of student perceptions of its value for learning and for affective support. At the end of the third and sixth years of a distance delivered teacher education programme, students completed a survey to determine the extent to which the nature and…