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Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course
ARTICLE

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Computers & Education Volume 115, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The purpose of this study was to investigate the effects of learner-learner interactions on students' perceived learning, achievement, and satisfaction in an online undergraduate course. A quasi-experimental research design was conducted with 77 students registered into an online course. Two sections of the course were randomly assigned to control and treatment conditions. While students in the control group completed course assignments individually, students in the treatment group completed the assignments in small groups. The results of the study revealed that learner-learner interaction has a significant effect on students' achievement in an online course. Students working collaboratively achieved significantly higher than those working individually. Furthermore, students’ perceptions of online collaboration increased after being involved in online group activities.

Citation

Kurucay, M. & Inan, F.A. (2017). Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course. Computers & Education, 115(1), 20-37. Elsevier Ltd. Retrieved December 6, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2017.06.010

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