Interaction Equivalency in Self-Paced Learning Environments

Slideshow Transcript

1. Slide 1: Interaction equivalency in self- paced online learning environments: An exploration of learner preferences Dissertation Proposal Jason F. Rhode 9/10/2007
2. Slide 2: Jason F. Rhode • Ph.D. candidate, Capella University • Specialization: Instructional Design for Online Learning
3. Slide 3: Introduction interaction self-paced learning emerging communication approaches
4. Slide 4: 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
5. Slide 5: 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
6. Slide 6: Types of Interactions
7. Slide 7: Interaction Equivalency Theorem
8. Slide 8: 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
9. Slide 9: Research Questions 1. 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?
10. Slide 10: Research Design • Phenomenological methodology • Semi-structured in-depth interviews conducted near the conclusion of the course
11. Slide 11: 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
12. Slide 12: 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
13. Slide 13: 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
14. Slide 14: 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
15. Slide 15: Data Analysis Procedures • Identify emergent themes from the data that will serve as foundational schema for further data organization and analysis
16. Slide 16: 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