Interaction equivalency in self-paced online learning environments: An exploration of learner preferences Dissertation Proposal Jason F. Rhode 9/10/2007

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 affect such interactions have on their overall 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 affect such interactions have on their overall 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 does interaction have on the 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 does interaction have on the self-paced online learning experience?

Research Design Phenomenological methodology Semi-structured in-depth interviews conducted near the conclusion of the course

Phenomenological methodology

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” course invited to participate

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” course invited to participate

Measures Semi-structured, in-depth interviews to be conducted over the phone, each approx. 1 hr. in length Questions will address 3 main types of interaction and formal vs. informal nature of such interactions Interviews recorded and transcripts coded for

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

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

Interviews recorded and transcripts coded for

Data Collection Procedures Approval from Capella University IRB and VFCC Academic Affairs Instrument and protocol to be 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 to be 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 have 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 have 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 Identify emergent themes from the data that will serve as foundational schema for further data organization and analysis

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

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

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

Learners may recognize certain interactions as equivalent