Keywords

computer-mediated communication, interaction, K-12 online learning, online teaching, virtual schooling

Abstract

This study used survey data to measure the effect of learners’ reported interactions with content, peers, and instructors on several course outcomes in two virtual high school courses that emphasized interactive learning. Surveys found that the large majority of students viewed all investigated types of interaction as educational and motivational. Students perceived learner–instructor and learner–content interactions to have significantly higher educational value (a < 0.01) than learner–learner interactions, and viewed learner–instructor interaction to be significantly more motivational (a < 0.01) than learner–content interaction. Furthermore, nine significant correlations were found involving the time students reported spending on human interaction and course outcomes. Seven of the significant correlations were related to the time students reported spending in human interaction and the more affective outcomes, such as course satisfaction and disposition towards the subject area. Outcomes also indicate that learner–learner interaction had higher correlations with course outcomes than learners’ interactions with the content or their instructor. Students’ perceived learning was not significantly correlated with any type of interaction, and only students’ total reported time spent on learner– learner interaction and students’ social learner–learner interaction were significantly correlated with their grade.

Original Publication Citation

Borup, J., Graham, C. R., & Davies, R. S. (2013). The nature of adolescent learner interaction in a virtual high school setting. Journal of Computer Assisted Learning, 29, 153–167. doi:10.1111/j.1365-2729.2012.00479.x

Document Type

Peer-Reviewed Article

Publication Date

2013

Publisher

Journal of Computer Assisted Learning

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

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