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Article
Exploring online interaction and online learner participation in an online science subject through the lens of the interaction equivalence theorem
Student Success (2018)
  • Johanna Nieuwoudt
Abstract
While researchers agree that student participation is key to learning, it seems that the issue of interaction in online learning is not yet resolved. The current study investigated students’ online interaction and online learner participation in an online enabling science subject and compared this with their final grades. The data were analysed through the lens of Anderson’s (2003) interaction equivalence theorem. The findings from the current study provide support for the interaction equivalence theorem. Student-teacher interaction and student-content interaction were evident, but not student-student interaction. Significant relationships were found between student success and online learner participation, but not online interaction. Generalisations are limited by a small sample size and online interaction and participation was measured in terms of quantity rather than quality. Still, following the interaction equivalence theorem, it appears that students can have a satisfying and meaningful learning experience despite not having student-student interaction.
Keywords
  • enabling,
  • online interaction,
  • online participation,
  • online learning,
  • interaction equivalence theorem
Publication Date
Winter June 13, 2018
DOI
https://doi.org/10.5204/ssj.v10i1.424
Citation Information
Johanna Nieuwoudt. "Exploring online interaction and online learner participation in an online science subject through the lens of the interaction equivalence theorem" Student Success (2018) ISSN: 2205-0795
Available at: http://works.bepress.com/johanna_nieuwoudt/8/