Interaction equivalency in self-paced online learning environments: An exploration of learner preferences Dissertation Defense Jason F. Rhode 1/17/2008

Jason F. Rhode Ph.D. candidate, Capella University Specialization: Instructional Design for Online Learning

Ph.D. candidate, Capella University

Specialization: Instructional Design for Online Learning

Introduction interaction self-paced learning emerging communication approaches

Background Substance and function of online interactions varies Interaction is essential for a quality learning experience Unanswered questions concerning learners’ interaction preferences and degree in which interactions are perceived to be equivalent

Substance and function of online interactions varies

Interaction is essential for a quality learning experience

Unanswered questions concerning learners’ interaction preferences and degree in which interactions are perceived to be equivalent

Statement of the Problem Interaction identified as a key element to successful online learning programs Little empirical evidence currently exists as to the value that learners place upon various types of interactions in a self-paced learning environment

Interaction identified as a key element to successful online learning programs

Little empirical evidence currently exists as to the value that learners place upon various types of interactions in a self-paced learning environment

Types of Interactions

Interaction Equivalency Theorem

Purpose of the Study Expand upon previous research advocating for purposeful design of interaction Examine the composition of the online learning experience of adult learners in self-paced learning environment Explore what forms of interaction self-paced online learners value most as well as what impact they perceive interaction to have on their overall online learning experience

Expand upon previous research advocating for purposeful design of interaction

Examine the composition of the online learning experience of adult learners in self-paced learning environment

Explore what forms of interaction self-paced online learners value most as well as what impact they perceive interaction to have on their overall online learning experience

Research Questions What forms of interaction do adult learners engage in most in self-paced online courses? What forms of interaction do adult learners value most in self-paced online courses? What forms of interaction do online adult learners identify as equivalent in self-paced online courses? What impact do adult learners perceive interaction to have on their self-paced online learning experience?

What forms of interaction do adult learners engage in most in self-paced online courses?

What forms of interaction do adult learners value most in self-paced online courses?

What forms of interaction do online adult learners identify as equivalent in self-paced online courses?

What impact do adult learners perceive interaction to have on their self-paced online learning experience?

Research Design Mixed methods approach Semi-structured in-depth interviews conducted near the conclusion of the course

Mixed methods approach

Semi-structured in-depth interviews conducted near the conclusion of the course

Sampling Design Participants Online adult learners enrolled in a fully-online professional development certificate program offered by Valley Forge Christian College Participant selection Convenience sample: all learners (n=13) in Sept. 2007 section of “Advanced Web Communications” and Aug. 2007 section (n=1) invited to participate Total of 10 learners agreed to participate (n=10)

Participants

Online adult learners enrolled in a fully-online professional development certificate program offered by Valley Forge Christian College

Participant selection

Convenience sample: all learners (n=13) in Sept. 2007 section of “Advanced Web Communications” and Aug. 2007 section (n=1) invited to participate

Total of 10 learners agreed to participate (n=10)

Participant Demographics

Measures Semi-structured, in-depth interviews conducted over the phone, each approx. 1 hr. in length Questions addressed 3 main types of interaction and formal vs. informal nature of such interactions

Semi-structured, in-depth interviews conducted over the phone, each approx. 1 hr. in length

Questions addressed 3 main types of interaction and formal vs. informal nature of such interactions

Data Collection Procedures Approval from Capella University IRB and VFCC Academic Affairs Instrument and protocol was pilot tested Interviews conducted via phone and recorded, transcribed, and coded Interview transcripts sent to interviewees to confirm accuracy prior to coding

Approval from Capella University IRB and VFCC Academic Affairs

Instrument and protocol was pilot tested

Interviews conducted via phone and recorded, transcribed, and coded

Interview transcripts sent to interviewees to confirm accuracy prior to coding

Ethical Issues Learners had no obligation to participate Interview data stored securely using assigned id codes in place of participant names Pseudo names used in place of actual names

Learners had no obligation to participate

Interview data stored securely using assigned id codes in place of participant names

Pseudo names used in place of actual names

Data Analysis Procedures Identified emergent themes from the data that will serve as foundational schema for further data organization and analysis Frequency analysis of ordinal data

Identified emergent themes from the data that will serve as foundational schema for further data organization and analysis

Frequency analysis of ordinal data

Expected Findings It was expected that one or more types of interaction will surface as being preferred for adult learners Learners may recognize certain interactions as equivalent

It was expected that one or more types of interaction will surface as being preferred for adult learners

Learners may recognize certain interactions as equivalent

Analysis of Research Question #1 What forms of interaction to learners engage in most in self-paced online courses?

What forms of interaction to learners engage in most in self-paced online courses?

Engagement in Interaction Well-design content reported as one of the strongest aspects of the course Practical application assignments among most beneficial Overwhelmingly positive responses to course community, CMUOnet

Well-design content reported as one of the strongest aspects of the course

Practical application assignments among most beneficial

Overwhelmingly positive responses to course community, CMUOnet

Reported Involvement Most reported using course blog and social bookmarks Instructors blog was very helpful for most Participants didn’t attempt to contact outside experts In-course discussion was limited

Most reported using course blog and social bookmarks

Instructors blog was very helpful for most

Participants didn’t attempt to contact outside experts

In-course discussion was limited

Analysis of Research Question #2 What forms of interaction do adult learners value most in self-paced online courses?

What forms of interaction do adult learners value most in self-paced online courses?

Analysis of Research Question #3 What forms of interaction do online adult learners identify as equivalent in self-paced online courses?

What forms of interaction do online adult learners identify as equivalent in self-paced online courses?

Findings Blogging valued equally, and in some instances higher, than asynchronous discussion via the LMS Interactions with instructor and content deemed equivalent or nearly equivalent, with interactions with other learners of less importance Participants hesitant to agree to any degradation of instructor or content interactions but many agreed that learner interactions could be replaced

Blogging valued equally, and in some instances higher, than asynchronous discussion via the LMS

Interactions with instructor and content deemed equivalent or nearly equivalent, with interactions with other learners of less importance

Participants hesitant to agree to any degradation of instructor or content interactions but many agreed that learner interactions could be replaced

Analysis of Research Question #4 What impact do adult learners perceive interaction to have on their self-paced online learning experience?

What impact do adult learners perceive interaction to have on their self-paced online learning experience?

Findings Email was the preferred mode of interaction with instructor, blogging preferred for interaction with others Feedback from instructor was reported as very important Course size vs. quality Participants identified a correlation between quality of interaction and quality of learning experience

Email was the preferred mode of interaction with instructor, blogging preferred for interaction with others

Feedback from instructor was reported as very important

Course size vs. quality

Participants identified a correlation between quality of interaction and quality of learning experience

Interaction Matrix: Core Elements

Interaction Matrix: Formal

Interaction Matrix: Informal

Interaction Matrix

Conclusions Depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective Informal interactions were as important as formal interactions in determining the quality of the online learning experience Blogging was shown to be equivalent to or even superior to instructor-directed asynchronous discussion via the discussion board in a LMS

Depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective

Informal interactions were as important as formal interactions in determining the quality of the online learning experience

Blogging was shown to be equivalent to or even superior to instructor-directed asynchronous discussion via the discussion board in a LMS

Further Study Explore perspectives of learners in varying disciplines/institutions/social-cultural backgrounds/online learning environments Differing learner populations Unique aspects of emergent asynchronous communications such as blogging, collaborative authorship, social bookmarking, and social networking To what extent can a social network system meet the needs of designers, instructors, and learners and therefore be capable of replacing an LMS? What impact does course size have on the self-paced online learning experience?

Explore perspectives of learners in varying disciplines/institutions/social-cultural backgrounds/online learning environments

Differing learner populations

Unique aspects of emergent asynchronous communications such as blogging, collaborative authorship, social bookmarking, and social networking

To what extent can a social network system meet the needs of designers, instructors, and learners and therefore be capable of replacing an LMS?

What impact does course size have on the self-paced online learning experience?