A comprehensive framework with design principles for supporting interaction in fully online courses

Nandi, D 2013, A comprehensive framework with design principles for supporting interaction in fully online courses, Doctor of Philosophy (PhD), Computer Science and Information Technology, RMIT University.


Document type: Thesis
Collection: Theses

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Title A comprehensive framework with design principles for supporting interaction in fully online courses
Author(s) Nandi, D
Year 2013
Abstract  Advances in computer-mediated communication technologies have sparked and continue to facilitate the proliferation of online courses and degree programs in educational institutions. Fully online courses are becoming progressively more popular because of their “anytime anywhere” learning flexibility. These fully online courses are conducted via Internet-based learning environments and there are no face-to-face classes. One important aspect of any online learning environment is interaction. Different types of interactive activities assist students to share and gain knowledge from each other. However, quality interaction in fully online courses does not always take place and there is a lack of clarity about the appropriate role of the instructors in them.

This thesis examines different types of interaction in fully online computing courses and develops frameworks with design principles for supporting quality interaction. By investigating different types of interaction and how quality interaction can be defined, we identify the best practices for fully online course management and provide significant guidelines for improvement of teaching and learning in fully online computing courses.

In the first stage of the research, we investigate the course management factors that impact student participation and achievement in fully online computing courses. We identify several factors that affect student participation and grades. These results provide valuable information about expected student behaviour in fully online computing courses and hence support and add additional knowledge to prior research regarding interaction, undertaken in on-campus and blended learning environments.

In the second stage, we identify two sets of criteria and two frameworks for effective interaction between students and instructors. These frameworks provide guidelines on how quality interaction can be designed and assessed. In the third stage, we evaluate the two frameworks developed in the previous stage.

In the fourth stage of the research, we investigate student – content interaction and identify several factors that impact interaction between students and content. Identification of these factors provides guidelines in setting up and managing effective interaction between students and content.
Degree Doctor of Philosophy (PhD)
Institution RMIT University
School, Department or Centre Computer Science and Information Technology
Keyword(s) Online learning
discussion forums
interaction quality
learning technology
assessment
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Created: Tue, 30 Apr 2013, 13:57:01 EST by Brett Fenton
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