Interaction and presence in the virtual classroom: An analysis of the perceptions of students and teachers in online and blended Advanced Placement courses
ARTICLE
Andrew M. Blaine
Computers & Education Volume 132, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
Interaction has been shown to be a key component to the success of online and blended learning, so it is crucial to understand how teachers and students perceive the interaction within online and blended secondary courses. Using a qualitative content analysis approach to student and teacher focus group transcripts, this study focuses on student and teacher perceptions of interaction in Virtual Advanced Placement courses across a state in the northeastern United States. Viewed through the lenses of social and teaching presence components of the community of inquiry model, students and teachers perceived the interaction within the course very differently, with teachers reporting largely favorable views of the interaction and students generally viewing the interaction in opposing ways. Results of this study suggest that a fourth presence, learning presence, warrants consideration since without it areas of student experience in online and blended coursework remain unaccounted for. Results of this coding scheme show that we can do more to communicate both the expectations and the process of communication between students and teachers in online and blended coursework, especially at the secondary level.
Citation
Blaine, A.M. (2019). Interaction and presence in the virtual classroom: An analysis of the perceptions of students and teachers in online and blended Advanced Placement courses. Computers & Education, 132(1), 31-43. Elsevier Ltd. Retrieved August 9, 2024 from https://www.learntechlib.org/p/200793/.
This record was imported from
Computers & Education
on March 15, 2019.
Computers & Education is a publication of Elsevier.
Keywords
References
View References & Citations Map- Akyol, Z., & Garrison, D.R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(3–4), pp. 3-22.
- Anderson, T., Rourke, L., Garrison, D.R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2).
- Azevedo, R., Cromley, J.G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia?. Contemporary Educational Psychology, 29, pp. 344-370.
- Azevedo, R., Guthrie, J.T., & Seibert, D. (2004). The role of self-regulated learning in fostering students' conceptual understanding of complex systems with hypermedia. Journal of Educational Computing Research, 30(1/2), pp. 87-111.
- Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
- Barbour, M. (2008). Secondary students' perceptions of web-based learning. Quarterly Review of Distance Education, 9(4), pp. 357-371.
- Beese, J. (2014). Expanding learning opportunities for high school students with distance learning. American Journal of Distance Education, 28, pp. 292-306.
- Berelson, B. (1952). Content analysis in communication research. Chicago, IL: Glencoe.
- Bernard, H.R. (2006). Research methods in anthropology: Qualitative and quantitative approaches. Lanham, MD: AltaMira.
- Bernard, R.M., Borokhovski, E., Schmid, R.F., Tamim, R.M., & Abrami, P.C. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26(1), pp. 87-122.
- Boling, E.C., & Beatty, J. (2010). Cognitive apprenticeship in computer-mediated feedback: Creating a classroom environment to increase feedback and learning. Journal of Educational Computing Research, 43(1), pp. 47-65.
- Bradley, R.L., Browne, B.L., & Kelley, H.M. (2017). Examining the influence of self-efficacy and self-regulation in online learning. College Student Journal, 51(4), pp. 518-530.
- Burge, E., Gibson, C.C., & Gibson, T. (2011). Structured flexible learning: Making informed design choices. Flexible pedagogy, flexible practice: Notes from the trenches of distance education, pp. 41-50. Edmonton, AB: AU Press.
- Carr-Chellman, A., & Duchastel, P. (2000). The ideal online course. British Journal of Educational Technology, 31(3), pp. 229-241.
- Cavanaugh, C., Barbour, M., Brown, R., Diamond, D., Lowes, S., & Powell, A. (2009). Research committee issues brief: Examining communication and interaction in online teaching. Retrieved from http://www.inacol.org/wp-content/uploads/2015/02/iNACOL-ExamingCommunicationAndInteraction-2009.pdf.
- Charles Sanders Peirce (n.d.). In Internet encyclopedia of philosophy. Retrieved from http://www.iep.utm.edu/peircebi/.
- Cho, J.Y., & Lee, E.-H. (2014). Reducing confusion about grounded theory and qualitative content analysis: Similarities and differences. Qualitative Report, 19(64), pp. 1-20.
- Cole, M.T., Shelley, D.J., & Swartz, L.B. (2014). Online instruction, e-learning, and student satisfaction: A three year study. The International Review of Research in Open and Distance Learning, 15(6), pp. 111-131.
- Cook, M., Dickerson, D., Annetta, L., & Minogue, J. (2011). In-service teachers' perceptions of online learning environments. Quarterly Review of Distance Education, 12(2), pp. 73-79.
- Dewey, J. (1933). How we think. Lexington, MA: D.C. Heath and Company.
- DiPietro, M. (2010). Virtual school pedagogy: The instructional practices of K-12 virtual school teachers. Journal of Educational Computing Research, 42(3), pp. 327-354.
- Downe-Wamboldt, B. (1992). Content analysis: Method, applications, and issues. Health Care for Women International, 13(3), pp. 313-321.
- Driscoll, A., Jicha, K., Hunt, A.N., Tichavsky, L., & Thompson, G. (2012). Can online courses deliver in-class results? A comparison of student performance and satisfaction in an online versus a face-to-face introductory sociology course. Teaching Sociology, 40(4), pp. 312-331.
- Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), pp. 107-115.
- Garrison, D.R. (2016). Thinking collaboratively: Learning in a community of inquiry. New York, NY: Routledge.
- Garrison, D., & Akyol, Z. (2013). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 17, pp. 84-89.
- Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical thinking in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 11(2), pp. 1-14.
- Garrison, D.R., & Arbaugh, J.B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10, pp. 157-172.
- Garrison, D.R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7, pp. 95-105.
- Glesne, C. (2016). Becoming qualitative researchers: An introduction. Boston, MA: Pearson.
- Hadwin, A., & Oshige, M. (2011). Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), pp. 240-264.
- Hawkins, A., Graham, C.R., & Barbour, M.K. (2012). “Everybody is their own island”: Teacher disconnection in a virtual school. International Review of Research in Open and Distance Learning, 13(2), pp. 123-144.
- Hawkins, A., Graham, C., Sudweeks, R., & Barbour, M. (2013). Academic performance, course completion rates, and student perception of the quality and frequency of interaction in a virtual high school. Distance Education, 34(1), pp. 64-83.
- Hayes, S., Smith, S.U., & Shea, P. (2015). Expanding learning presence to account for the direction of regulative intent: Self-, co- and shared regulation in online learning. Online Learning, 19(3), pp. 15-33.
- Heikkilä, K., & Ekman, S. (2003). Elderly care for ethnic minorities--wishes and expectations among elderly Finns in Sweden. Ethnicity and Health, 8(2), pp. 135-146.
- Inan, F., Yukselturk, E., Kurucay, M., & Flores, R. (2017). The impact of self-regulation strategies on student success and satisfaction in an online course. International Journal on E-Learning, 16(1), pp. 23-32.
- Ingerham, L. (2012). Interactivity in the online learning environment: A study of users of the North Carolina virtual public school. Quarterly Review of Distance Education, 13(2), pp. 65-75.
- Johnson, G. (2008). The relative learning benefits of synchronous and asynchronous text-based discussion. British Journal of Educational Technology, 39(1), pp. 166-169.
- Kirby, E., & Driscoll, M. (1997). Facilitator and student roles and performance in a high school online education course. Paper presented at the meeting of the American Education Research Association, Chicago, IL.
- Kozan, K., & Caskurlu, S. (2018). On the Nth presence for the community of inquiry framework. Computers & Education, 122, pp. 104-118.
- Kozma, R., Zucker, A., Espinoza, C., McGhee, R., Yarnall, L., & Zalles, D. (2000). The online course experience: Evaluation of the virtual high school's third year of implementation, 1999-2000. Arlington, VA: SRI. Available online: http://www.govhs.org/Images/SRIEvals/$file/SRIAnnualReport2000.pdf.
- Lee, K., Tsai, T., Chait, C.S., & Koht, J.H.L. (2014). Students' perceptions of self-directed learning and collaborative learning with and without technology. Journal of Computer Assisted Learning, 30, pp. 425-437.
- Lipman, M. (1991). Thinking in education. Cambridge, England: Cambridge University Press.
- Lynch, R., & Dembo, M. (2004). The relationship between self-regulation and online learning in a blended learning context. International Review of Research in Open and Distance Learning, 5(2), pp. 1-16.
- Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students' use of digital technologies. Computers & Education, 56(2), pp. 429-440.
- Mayring, P. (2014). Qualitative content analysis: Theoretical foundation, basic procedures and software solution. Retrieved from http://nbn-resolving.de/urn:nbn:de:0168-ssoar-395173.
- McCaslin, M. (2009). Co-regulation of student motivation and emergent identity. Educational Psychologist, 44(2), pp. 137-146.
- Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, D.C: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development.
- Murphy, E., Rodríguez-Manzanares, M.A., & Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42(4), pp. 583-591.
- New York State Department of Education (2012). Virtual advanced Placement ® (VAP) program, RFP number: SA-08. Available online: http://usny.nysed.gov/rttt/rfp/sa-08/.
- Pool, J., Reitsma, G., & van den Berg, D. (2017). Revised community of inquiry framework: Examining learning presence in a blended mode of delivery. Online Learning, 21(3), pp. 153-165.
- Sandoval, P., Burch, C.B., Fenty, N., Allio, A., Blaine, A., & Burch, N. (2015). Summative evaluation of the New York state education department virtual advanced placement program.
- Schreier, M. (2012). Qualitative content analysis in practice. London: Sage Publications.
- Shea, P. (2006). A study of students' sense of learning community in online environments. Journal of Asynchronous Learning Networks, 10(10), pp. 35-44.
- Shea, P., & Bidgerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a Community of Inquiry in online and blended learning environments. Computers & Education, 55(4), pp. 1721-1731.
- Shea, P., Hayes, S., Smith, S.U., Vickers, J., Bidjerano, T., & Pickett, A. (2012). Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) Framework. Internet and Higher Education, 15, pp. 89-95.
- Shea, P., Hayes, S., & Vickers, S. (2010). Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach. International Review of Research in Open and Distance Learning, 11(3), pp. 127-153.
- de la Varre, C. (2012). An exploration of student and teacher social presence in asynchronous discussion in an online advanced placement course for rural high school students. North Carolina: University of North Carolina, Chapel Hill.
- de la Varre, C., Keane, J., & Irvin, M.J. (2011). Enhancing online distance education in small rural US schools: A hybrid, learner-centered approach. Journal of Asynchronous Learning Networks, 15(4), pp. 35-46.
- Vaughan, N., Cleveland-Innis, M., & Garrison, R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Edmonton, AB: Athabasca press.
- Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. Internet and Higher Education, 6, pp. 77-90.
- Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Ware, P. (2004). Confidence and competition online: ESL student perspectives on web-based discussions in the classroom. Computers and Composition, 21(1), pp. 451-468.
- Watson, J. (2008). Blended learning: The convergence of online and face-to-face education. Available online: http://files.eric.ed.gov/fulltext/ED509636.pdf.
- Wertz, R.E.H. (2014). Toward a new model within the community of inquiry framework: Multivariate linear regression analyses based on graduate student perceptions of learning online. Indiana: Purdue University.
- Woods, R. (2002). How much communication is enough in online courses? Exploring the relationship between frequency of instructor-initiated personal email and learners' perceptions of and participation in online learning. International Journal of Instructional Media, 29(4), pp. 377-394.
- Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), pp. 329-339.
- Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. Handbook of self-regulation, pp. 13-39. San Diego, CA: Academic Press.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References