Interaction Equivalency in Self-Paced Learning Environments

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

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

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

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

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?

Research Design
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

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

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

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

Data Analysis Procedures
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

Interaction Equivalency in Self-Paced Learning Environments

by Jason Rhode on Sep 16, 2007

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