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dc.contributor.advisor Bonk, Curtis J. en_US Su, Bude en_US 2010-06-01T22:01:06Z 2027-02-01T23:01:06Z 2010-06-11T13:32:06Z 2010-06-01T22:01:06Z 2006 en_US
dc.description Thesis (PhD) - Indiana University, School of Education, 2006 en_US
dc.description.abstract Given the lack of research on the pedagogical issues of online interactions, this study is conducted to deepen current understanding about student experiences of and preferences for instructional activities that promote learner-instructor, learner-learner, and learner-self interactions in online education. Four overarching research questions were examined in this study: (1) What instructional activities are used to promote online course interactions? (2)What are learner preferences for these instructional activities? (3) Is there a relationship between learner's gender, age, prior educational level, online experience, work status, marital status, or personality and preferences for the instructional activities that promote online class interactions? (4) Why do learners prefer some interactive activities over others? Using survey analyses from 188 online MBA students and 11 follow-up interviews, the study revealed findings at both the technological and pedagogical levels. For instance, learner preferences toward class-level asynchronous discussion ranked quite low even though it was used often in online learning. Results further revealed that the relatively low preferences toward class-level discussion were related to large class size, repetitive postings, and unclear rules and expectations. In general, online learners prefer to engage in all three types of interactions. The preferences decline in the order of learner-instructor, learner-learner, and learner-self interaction. Age is positively related to learner preferences for learner-self interactions, while raising kids is negatively related to learner preference for learner-learner interactions. Other individual characteristics (such as gender, work status, and personality traits) did not demonstrate a significant effect on learner preferences for all three types of interactions. The results of this research suggested the existence of other variables that could better predict learner preferences for online learning interactions. en_US
dc.language.iso EN en_US
dc.publisher [Bloomington, Ind.] : Indiana University en_US
dc.subject experiences of online learning en_US
dc.subject Online interactions en_US
dc.subject interactive instructional activities en_US
dc.subject distance education en_US
dc.subject preferences for interaction en_US
dc.subject online learning en_US
dc.subject.classification Education, Technology en_US
dc.subject.classification Education, Adult and Continuing en_US
dc.type Doctoral Dissertation en_US

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