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CONTEXT MATTERS: STUDENT EXPERIENCES OF INTERACTION IN OPEN DISTANCE LEARNING.

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Title: CONTEXT MATTERS: STUDENT EXPERIENCES OF INTERACTION IN OPEN DISTANCE LEARNING.
Authors: van den BERG, Geesje1 vdberg@unisa.ac.za
Source: Turkish Online Journal of Distance Education (TOJDE). Oct2020, Vol. 21 Issue 4, p223-236. 14p.
Subject Terms: *Blended learning, *Distance education, *Online education, *Case studies, *Education students, Success
Abstract: An important factor in online learning is how students are afforded opportunities for interactions to create their own knowledge and attain high levels of student satisfaction. In open distance learning, three types of interaction were initially distinguished: interaction with content, with the lecturer and with fellow students. As technology plays an essential role in online learning, interaction with technology was added. This study was conducted at an open distance learning institution using a blended learning approach. Since it was the first fully online course for first-year Education students, the purpose of the study was to determine students' experiences of their learning in order to consider how offering the course online might affect their satisfaction and academic success. Within a connectivist paradigm, the research used a case study involving questionnaires with closed and open-ended questions. Findings confirmed the value of interaction on all levels and pointed towards the challenges in interaction with technology. Based on these findings, the study suggests that lecturers should consider the contexts of students when planning and designing online courses. As a result, it remains the university's responsibility to put systems in place to support and prepare students. [ABSTRACT FROM AUTHOR]
Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: CONTEXT MATTERS: STUDENT EXPERIENCES OF INTERACTION IN OPEN DISTANCE LEARNING.
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  Data: *<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Case+studies%22">Case studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+students%22">Education students</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink>
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  Data: An important factor in online learning is how students are afforded opportunities for interactions to create their own knowledge and attain high levels of student satisfaction. In open distance learning, three types of interaction were initially distinguished: interaction with content, with the lecturer and with fellow students. As technology plays an essential role in online learning, interaction with technology was added. This study was conducted at an open distance learning institution using a blended learning approach. Since it was the first fully online course for first-year Education students, the purpose of the study was to determine students' experiences of their learning in order to consider how offering the course online might affect their satisfaction and academic success. Within a connectivist paradigm, the research used a case study involving questionnaires with closed and open-ended questions. Findings confirmed the value of interaction on all levels and pointed towards the challenges in interaction with technology. Based on these findings, the study suggests that lecturers should consider the contexts of students when planning and designing online courses. As a result, it remains the university's responsibility to put systems in place to support and prepare students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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