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Enhancing Interaction in

Online Courses

Florence Martin

Instructional Systems Technology

UNC Charlotte

About Me

Florence Martin, Ph.D.Associate Professor & Program DirectorInstructional Systems Technology

[email protected]

Research

Online Learning Environments

• Elearning

• Synchronous Online Learning

• Mobile Learning

• Learning Analytics

Teaching

• EIST 6150 – Design, Development and Evaluation of online learning systems

• EIST 6130 – Instructional Multimedia Development

• EIST 6110 – Instructional Design

mailto:[email protected]

UNCC IST Program

• M.Ed. in Instructional Systems Technology (36 hours)

• Graduate Certificate in Instructional Systems Technology (18

hours)

http://edld.uncc.edu/programs/instructional-systems-technology-program

http://www.gravitationalmarketing.com/story/



Online Learning and Teaching

Concentration

This Online Learning and Teaching

concentration is for those interested

in the development and management

of online learning systems.

EIST 6100 Foundations of Instructional Systems Technology

EIST 6110 Instructional Design

EIST 6120 Current Trends in Instructional System Technology

EIST 6130 Instructional Multimedia Development

EIST 6150 Design, Development, and Evaluation of Online Learning Systems

EIST 6101 Learning Principles in Instructional Systems Technology

http://edld.uncc.edu/sites/edld.uncc.edu/files/media/OLT_ISTFlyer.pdf




Research

• Interaction

– Is crucial to student satisfaction and engagement in

online courses (Mandernach, 2005).

– enhances the effectiveness of any distance education

course (Kearsley,1995)

– More is not always better (Grandzol & Grandzol,

2010)

– Is essential for active participation (Verneil & Berge,

2000)

Define Interaction

• Daniel and Marquis (1988) defined interaction as activity

in which a student is in two-way contact with one or more

persons.

• Later, Gilbert and Moore (1998) defined interactivity in

computer-mediated instruction as the reciprocal

exchange between the technology and the learner.

Define Interaction

Wagner (2005) defines instructional interaction as “an event that takes place between a learner and learner’s environment and its purpose is to respond to the learner in a way intended to change his or her behavior toward an educational goal” (p. 9).

Types of Interaction

• Moore (1993) identified three types of

interaction inherent in effective online

courses:

– learner-to-learner interaction

– learner-to-instructor interaction

– learner-to-content interaction

Type of Interaction Description

Learner-learner interaction

is an extremely valuable resource for learning, and Moore (1993) emphasized the importance of students’ interaction with their peers.

Learner-instructor interaction

is highly desirable as the instructor seeks to stimulate, or at least maintain, student interest in what is to be taught and to motivate the student to learn.

Learner-content interaction

is the process of intellectually interacting with the content, which changes the understanding, perspectives of a learner’s mind.

Learner-Learner

• Set up a “Student Lounge” where students can discuss any topic

and “meet” informally to share common interests.

• Begin your course with an ice-breaker introduction discussion that

asks students to introduce themselves and respond to peers post.

Do yours first.

• Assign forum moderators (students who get extra credit or

participation points to monitor the threads and write weekly

summary) to the discussion. This saves you work, rewards extra

effort, and encourages students to review.

• Use peer-review for projects. Motivate students to display their work

with their classmates.

• If you use synchronous sessions, use breakout rooms to enhance

student to student interactionLearner - Learner

Learner – Instructor

Learner - Content

Student Lounge

Learner - Learner


Learner - Content

Icebreaker Introductionhttp://voicethread.com/

Learner - Learner


Learner - Content

http://voicethread.com/

Sign up to be a forum moderator

Learner - Learner


Learner - Content

Peer Reviewing Projects

Learner - Learner


Learner - Content

Learner-Instructor

• In Synchronous sessions, use the various features, chat, whiteboard, polls, emoticons to encourage interaction with the instructor

• Interact with students regularly and by name via discussions to promote engagement and attention.

• Send regular announcement emails to students.

• Provide more than one way for students to contact you. Create a contact the instructor forum for students to post general questions about the course.

• Provide online office hours and phone appointments; make sure you respond promptly to inquiries.

• Provide student an opportunity to reflect with you via journal or surveys

• Provide thorough feedback via text, audio, video, visuals

Learner - Learner


Learner - Content

Synchronous Meeting –

Orientation, Q&A

Learner - Learner


Learner - Content

Forums

Learner - Learner


Learner - Content

Skype for Office Hours

Learner - Learner


Learner - Content

Feedback – Journals/Surveys

Learner - Learner


Learner - Content

Learner-Content

• Present content in more than one format (Text, Video,

Audio).

• Use games and simulations to keep your students’

attention.

• Provide links to online resources which allow students to

explore the topic in more depth.

• Use audio and video clips to guest lecturers

• Use live, synchronous web conferencing for class

events, guest talks and student presentations

Learner - Learner


Learner - Content

WPI (2007)

Learner-Content

• Guide students into generating their own content.

• Require participation in discussion forums that require

students to reflect and build on the content.

• Use self-tests to allow students to check their

understanding of content.

• Keep the format of your lessons consistent.

Learner - Learner


Learner - Content

WPI (2007)

Consistent Categories

Instructor generated and Expert

presentations


Concentration















Reference

• Daniel, J., & Marquis, C. (1988). Interaction and independence: Getting the mix right. In D. Sewart, D. Keegan, & B. Holmberg (Eds.), Distance education: Internationalperspectives (pp. 339–359). London: Routledge.

• Gilbert, L., & Moore, D. R. (1998). Building interactivity into web courses: Tools for social and instructional interaction. Educational Technology, 38(3), 29–35.

• Kearsley, G. (1995, May). The nature and value of interaction in distance learning. Paper prepared for the Third Distance Education Research Symposium, University Park: Pennsylvania State University.

• Grandzol, C. J., & Grandzol, J. R. (2010). Interaction in online courses: More is not always better. Online Journal of Distance Learning Administration, 13(2), 1-18.

• Mandernach, B. J. (2005). A faculty evaluation model for online instructors: Mentoring and evaluation in the online classroom. Online Journal of Distance Learning Administration, 8(3), 1–10.

• Moore, M. J. (1993). Three types of interaction. In K. Harry, M. John, & D. Keegan (Eds.), Distance education theory (pp. 19–24). New York: Routledge.

• Verneil, M., & Berge, Z. (2000). Going online: Guidelines for faculty in higher education. Educational Technology Review, 6(3), 13–18.

• Wagner, E. D. (1994). In support of a functional definition of interaction. American Journal of Distance Education, 8(2), 6–29.

• WPI (2007). Incorporating Interaction Into Your Distance Learning Course https://www.wpi.edu/Academics/ATC/Collaboratory/Teaching/interaction.html

UNCC IST Program

• M.Ed. in Instructional Systems Technology (36 hours)

• Graduate Certificate in Instructional Systems Technology (18

hours)






Concentration















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