Purposeful Interpersonal Interaction: What is it and How is it Measured?

Authors

  • Scott Mehall Bloomsburg University

DOI:

https://doi.org/10.24059/olj.v24i1.2002

Keywords:

Interaction, instructional Design, Online Learning

Abstract

Abstract

Despite extensive studies surrounding the topic of interaction in online learning, faculty are often still relegated to an attempt at replicating their face-to-face course interactions in the online environment. Interpersonal interaction is a necessary yet nebulous concept in online learning. This paper attempts to build a quality lens to view interpersonal interaction in online learning through, called purposeful interpersonal interaction (PII) by exploring types of interpersonal interaction demonstrated in the literature to lead to better student outcomes. PII encompasses three main types of interaction: purposeful interpersonal instructional interaction, purposeful social interaction, and supportive interaction. These interaction types have been associated with important student outcomes like perceived learning, satisfaction, and academic achievement. Robyler and Wiencke’s (2003) rubric for assessing interactive qualities of distance courses (RAIQDC) includes many of the concepts identified as important to PII and has been established as a valid and reliable tool for assessing the amount of quality interpersonal interaction that occurs in an online course.

 

Keywords: online learning, interaction, instructional design, online pedagogy

References

Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23(2-3), 82-103. doi: 10.1007/s125298-011-9043-x

Berge, Z. L. (1999, January-February). Interaction in post-secondary web-based learning. Educational Technology, 39, 5-11. Retrieved from https://www.researchgate.net/profile/Zane_Berge/publication/246496634_Interaction_in_post-secondary_Web-based_learning/links/5614987e08ae983c1b40a111.pdf (Accessed March 1, 2019).

Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1289. doi: 10.3102/0034654309333844

Caliskan, H. (2009). Facilitators’ perception of interactions in an online learning program. Turkish Online Journal of Distance Education, 10(3), 193-203. Retrieved from http://dergipark.ulakbim.gov.tr/tojde/article/viewFile/5000102609/5000095706 (Accessed March 1, 2019).

Castano-Munoz, J., Sancho-Vinuesa, T., & Duart, J. M. (2013). Online interaction in higher education: Is there evidence of diminishing returns? The International Review of Research in Open and Distance Learning, 14(5), 240-257. Retrieved from http://files.eric.ed.gov/fulltext/EJ1017547.pdf (Accessed March 1, 2019).

Chickering, A. W., & Gamson, Z. F. (1987, March). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 3, 1-6. Retrieved from http://files.eric.ed.gov/fulltext/ED282491.pdf (Accessed March 1, 2019).

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), 111-131. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1748/3123 (Accessed March 1, 2019).

Croxton, R. A. (2014). The role of interactivity in student satisfaction and persistence in online learning. Journal of Online Learning and Teaching, 10(2), 314-325. Retrieved from https://pdfs.semanticscholar.org/2a3c/ab58d3d0637d20d907d67fecf3c346851393.pdf (Accessed March 1, 2019).

Dennen, V. P., Darabi, A. A., & Smith, L. J. (2007, May). Instructor–learner interaction in online courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28(1), 65-79.

Downing, K. J., Lam, T., Kwong, T., Downing, W., & Chan, S. (2007). Creating interaction in online learning: a case study. Research in Learning Technology, 15(3), 201-215. doi: 10.1080/09687760701673592

Espasa, A., & Meneses, J. (2010). Analysing feedback processes in an online teaching and learning environment: An exploratory study. Higher Education, 59, 277-292. doi: 10.1007/s10734-009-9247-4

Fedynich, L., Bradley, K. S., & Bradley, J. (2015). Graduate students’ perceptions of online learning. Research in Higher Education Journal, 27, 1-13. Retrieved from http://files.eric.ed.gov/fulltext/EJ1056187.pdf (Accessed March 1, 2019).

Garrison, D. R. (2009). Communities of inquiry in online learning. In Encyclopedia of Distance Learning, Second Edition, 352-355.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 1-34. Retrieved from http://auspace.athabascau.ca:8080/bitstream/2149/739/1/critical_inquiry_in_a_text.pdf (Accessed March 1, 2019).

Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148. Retrieved from http://anitacrawley.net/Articles/GarrisonClevelandInnes2005.pdf (Accessed March 1, 2019).

Gilbert, L., & Moore, D. R. (1998, May-June). Building interactivity into web courses: Tools for social and instructional interaction. Educational Technology, 38(3), 29-35.

Hillman, D. C., Willis, D. J., & Gunawardena, C. N. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. American Journal of Distance Education, 8(2), 30-42.

Hirumi, A. (2002). The design and sequencing of elearning interactions: A grounded approach. International Journal on E-Learning, 1(1), 19-27. Retrieved from https://www.researchgate.net/publication/248580777_The_Design_and_Sequencing_of_eLearning_InteractionsA_Grounded_Approach (Accessed March 1, 2019).

Hirumi, A. (2005). In search of quality: An analysis of e-learning guidelines and specifications. Quarterly Review of Distance Education, 6, 309-329. Retrieved from https://www.researchgate.net/profile/Atsusi_Hirumi/publication/234590442_In_Search_of_Quality_An_Analysis_of_e-Learning_Guidelines_and_Specifications/links/564095f408aedaa5fa451ce3.pdf (Accessed March 1, 2019).

Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in Education and Teaching International, 39(2), 153-162. doi: 10.1080/13558000210121399

Khalid M. N., M., & Quick, D. (2016). Teaching presence influencing online students’ course satisfaction at institution of higher education. International Education Studies, 9(3), 62-70. doi: 10.5539/ies.v9n3p62

Kozuh, I., Jeremic, Z., Sarjas, A., Bele, J. L., Devedzic, V., & Debevc, M. (2015). Social presence and interaction in learning environments: The effect on student success. Educational Technology & Society, 18(1), 223-236. Retrieved from https://pdfs.semanticscholar.org/b16c/99f068e06f0442ee2f3e0c1d9b43f0f8d520.pdf (Accessed March 1, 2019).

Kranzow, J. (2013). Faculty leadership in online education: Structuring courses to impact student satisfaction and persistence. Journal of Online Teaching and Learning, 9(1), 131-139. Retrieved from http://jolt.merlot.org/vol9no1/kranzow_0313.htm (Accessed March 1, 2019).

Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behavior, 19(3), 335-353. Retrieved from http://estudosdirigidos20151.pbworks.com/w/file/fetch/94054940/Identifying%20the%20pitfalls%20for%20social%20interaction%20in%20computer-supported%20collaborative%20learning.pdf (Accessed March 1, 2019).

Lane, L. M. (2009, October 5). Insidious pedagogy: How course management systems impact teaching. First Monday, 14, 1-8. Retrieved from http://journals.uic.edu/ojs/index.php/fm/article/view/2530/2303 (Accessed March 1, 2019).

Lewis, C. C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary faculty. Innovative Higher Education, 31(2), 83-98. doi: 10.1007/s10755-006-9010-z

Long, G. L., Marchetti, C., & Fasse, R. (2011). The importance of interaction for academic success in online courses with hearing, deaf, and hard of-hearing students. The International Review of Research in Open and Distance Learning, 12(6), 1-19. Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewFile/1015/1987 (Accessed March 1, 2019).

Martin, F., Parker, M. A., & Deale, D. F. (2012). Examining interactivity in synchronous virtual classrooms. The International Review of Research in Open and Distance Learning, 13(3), 227-261. Retrieved from http://files.eric.ed.gov/fulltext/EJ1001021.pdf (Accessed March 1, 2019).

Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-4. Retrieved from http://aris.teluq.uquebec.ca/portals/598/t3_moore1989.pdf (Accessed March 1, 2019).

Muilenburg, L. Y., & Berge, Z. L. (2005, May). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48. doi: 10.1080/01587910500081269

Muuro, M. E., Wagacha, W. P., Oboko, R., & Kihoro, J. (2014). Students’ perceived challenges in an online collaborative learning environment: A case of higher learning institutions in Nairobi, Kenya. The International Review of Research in Open and Distance Learning, 15(6), 132-161. Retrieved from http://files.eric.ed.gov/fulltext/EJ1048242.pdf (Accessed March 1, 2019).

Northrup, P., Lee, R., & Burgess, V. (2002). Learner perceptions of online interaction. In Proceedings from 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1-7). Retrieved from http://files.eric.ed.gov/fulltext/ED477075.pdf (Accessed March 1, 2019).

Paquette, P. (2016, January). Instructing the instructors: Training instructors to use social presence cues in online courses. The Journal of Educators Online, 13(1), 80-108. Retrieved from http://files.eric.ed.gov/fulltext/EJ1087698.pdf (Accessed March 1, 2019).

Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 21-40. Retrieved from http://s3.amazonaws.com/academia.edu.documents/41320876/picciano_2002.pdf?AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expires=1479182003&Signature=FT%2BERVBz7FopbEQxgWf%2B4Bgthmk%3D&response-content-disposition=inline%3B%20filename%3DBeyond_student_perceptions_Issues_of_int.pdf (Accessed March 1, 2019).

Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130, 241-251.

Restauri, S. L. (2006). Faculty-student interaction components in online education: What are the effects on student satisfaction and academic outcomes? (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3206695).

Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68-88. Retrieved from https://www.ideals.illinois.edu/bitstream/handle/2142/18713/RichardsonSwan%20JALN7(1).pdf?sequence=2 (Accessed March 1, 2019).

Robyler, M. D., & Wiencke, W. R. (2003). Design and use of a rubric to assess and encourage interactive qualities in distance courses. The American Journal of Distance Education, 17(2), 77-98. Retrieved from http://spot.pcc.edu/~rsuarez/rbs/school/EPFA_511/articles/rubric.pdf (Accessed March 1, 2019).

Robyler, M. D., & Wiencke, W. R. (2004). Exploring the interaction equation: Validating a rubric to assess and encourage interaction in distance courses. Journal of Asynchronous Learning Networks, 8(4), 24-37. Retrieved from http://www.adesignmedia.com/OnlineResearch/(ourRole)rubrics-interactionv8n4_roblyer.pdf (Accessed March 1, 2019).

Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8, 102-120. Retrieved from http://s3.amazonaws.com/academia.edu.documents/34432524/8.2.1.pdf?AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expires=1479177792&Signature=qho8OETrjwUvUjOukV4CHsPVmpM%3D&response-content-disposition=inline%3B%20filename%3DAssessing_the_relationship_of_student-in.pdf (Accessed March 1, 2019).

Su, B., Bonk, C. J., Magjuka, R. J., Liu, X., & Lee, S. (2005). The importance of interaction in web-based education: A program-level case study of online MBA courses. Journal of Interactive Online Learning, 4(1), 1-19. Retrieved from http://actxelearning.pbworks.com/f/4.1.1.pdf (Accessed March 1, 2019).

Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication, & Information, 2(1), 23-49. doi: 10.1080/143631022000005016

Swan, K. (2003). Learning effectiveness online: What the research tells us. Elements of quality online education, practice and direction, 4, 13-47. Retrieved from http://ltc.nutes.ufrj.br/constructore/objetos/learning%2520effectiveness4.pdf (Accessed March 1, 2019).

Thurmond, V. A., Wambach, K., Connors, H. R., & Frey, B. B. (2002). Evaluation of student satisfaction: Determining the impact of a web-based environment by controlling for student characteristics. The American Journal of Distance Education, 16, 169-189. Retrieved from https://www.researchgate.net/profile/Helen_Connors/publication/248940463_Evaluation_of_Student_Satisfaction_Determining_the_Impact_of_a_Web-Based_Environment_by_Controlling_for_Student_Characteristics/links/5491b3600cf269b048616a5c.pdf (Accessed March 1, 2019).

Tu, C. (2000). Strategies to increase interaction in online social learning environments. Society for Information Technology & Teacher Education International Conference: Proceedings of SITE 2000 (pp. 2-7). Retrieved from http://files.eric.ed.gov/fulltext/ED444550.pdf (Accessed March 1, 2019).

Tu, C., & Corry, M. (2003). Building active online interaction via a collaborative learning community. Computers in the Schools, 20(3), 51-59. doi: 10.1300/J025v20n03_07

Tu, C., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American Journal of Distance Education, 16(3), 131-150. Retrieved from http://www.mentormob.com/hosted/cards/71178_cfc5725a0c013f51c6279e4e3fdaed03.pdf (Accessed March 1, 2019).

Vrasidas, C., & McIsaac, M. S. (1999). Factors influencing interaction in an online course. American Journal of Distance Education, 13(3), 22-36. Retrieved from http://vrasidas.com/wp-content/uploads/2007/07/ajde_vrasidas.pdf (Accessed March 1, 2019).

Vygotsky, L. (1997). Interaction between learning and development. In M. Gauvin & M. Cole (Eds.), Readings on the development of children (2nd ed., pp. 29-36). Retrieved from http://www.psy.cmu.edu/~siegler/vygotsky78.pdf (Accessed March 1, 2019).

Woo, Y., & Reeves, T. C. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. The Internet and Higher Education, 10(1), 15-25. doi: 10.1016/j.iheduc.2006.10.005

Woods, Jr., R. H., & Baker, J. D. (2004). Interaction and immediacy in online learning. International Review of Research in Open and Distance Learning, 5(2), 1-13. Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewArticle/186/268 (Accessed March 1, 2019).

York, C. S., & Richardson, J. C. (2012). Interpersonal interaction in online learning: Experienced online instructors’ perceptions of influencing factors. Journal of Asynchronous Learning Networks, 16(4), 83-98. Retrieved from http://files.eric.ed.gov/fulltext/EJ982684.pdf (Accessed March 1, 2019).

Downloads

Published

2020-03-01

Issue

Vol. 24 No. 1 (2020)

Section

Students, Community, and Online Learning

License

As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.

This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.

Author(s) hold copyright in their work, and retain publishing rights without restrictions