Interaction in an Asynchronous Online Course: A Synthesis of Quantitative Predictors
ARTICLE
Daniel Zingaro, Murat Oztok
Journal of Asynchronous Learning Networks Volume 16, Number 4, ISSN 1939-5256
Abstract
The effectiveness and potential of asynchronous online courses hinge on sustained, purposeful interaction. And while many factors affecting interaction have been uncovered by prior literature, there are few accounts of the relative importance of these factors when studied in the same online course. In this paper, we develop a literature-informed model of six predictors on the likelihood that a note receives a reply. We corroborate earlier findings (such as the impact of the date that the note was posted), but also obtain one contradictory result (that reading ease does not appear to be a significant predictor). We offer hypotheses for our findings, suggest future directions for this type of research, and offer educational implications. (Contains 2 tables.)
Citation
Zingaro, D. & Oztok, M. (2012). Interaction in an Asynchronous Online Course: A Synthesis of Quantitative Predictors. Journal of Asynchronous Learning Networks, 16(4), 71-82. Retrieved August 15, 2024 from https://www.learntechlib.org/p/89284/.
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Cited By
View References & Citations Map-
An Exploration of Egyptian Students' Attitudes Toward Online Learning
Nady El-Zayaty, Walden University, United States
International Journal on E-Learning 17 (April 2018) pp. 137–155
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Towards Understanding Knowledge Construction in Online Learning
Murat Oztok, University of Pennsylvania, United States
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 2087–2091
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