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Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction

Title
Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction
Authors
Jung I.Choi S.Lim C.Leem J.
Ewha Authors
정인성
Issue Date
2002
Journal Title
Innovations in Education and Teaching International
ISSN
1470-3297JCR Link
Citation
Innovations in Education and Teaching International vol. 39, no. 2, pp. 153 - 162
Indexed
SSCI; SCOPUS scopus
Document Type
Article
Abstract
This study investigated the effects of three types of interaction (academic, collaborative and social interaction) on learning, satisfaction, participation and attitude towards online learning in a Web-based instruction (WBI) environment. Academic interaction includes interaction between learners and online resources as well as task-oriented interaction between learners and instructor. Collaborative interaction among learners becomes possible when a group of learners work collaboratively on a specific topic or share ideas and materials to solve a given problem. Social interaction between learners and instructors occurs when instructors adopt strategies to promote interpersonal encouragement or social integration. The results indicate that: the social interaction group outperformed the other groups; the collaborative interaction group expressed the highest level of satisfaction with their learning experience; the collaborative and social interaction groups participated more actively in posting their opinions than the academic interaction group; and Web-based learning experiences brought positive attitude changes with respect to the use of the Web in learning - Regardless of the type of interaction. It is concluded that even for adult learners, social interaction with instructors and collaborative interaction with peer students are important in enhancing learning and active participation in online discussion.
DOI
10.1080/14703290252934603
Appears in Collections:
사범대학 > 교육공학과 > Journal papers
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