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Factors Affecting Interaction in Online EFL Courses: A Multiple Case Study of Instructors’ Perspectives

Year 2023, Volume: 12 Issue: 2, 325 - 340, 15.04.2023
https://doi.org/10.14686/buefad.1008001

Abstract

A variety of factors might impact on interpersonal interaction between instructors and students in an online course. This study seeks to explore the opinions and attitudes of six EFL instructors working at various universities in Turkey regarding the factors they believe increase interaction in their online courses and to contribute to the pertinent literature. Within the scope of collaborative research, the use of purposeful sampling technique and semi-structured interviews with the participants provided the best opportunity to describe the attitudes and opinions of these instructors who were assigned to teach online in an emergency remote teaching environment due to the coronavirus pandemic, COVID-19. The end result includes a variety of factors and strategies influencing interaction that can be used by novice and experienced online instructors aiming to influence interpersonal interaction in their online courses. While all the participants expressed the need to provide higher quality interactions during the online courses, the obstacles they face in their efforts to reach the desired level of interaction were the main agenda of the interviews. They discussed the role of course structure factors, environment and media effects, feedback and assessment techniques, and discourse facilitators, which constituted the main themes that were categorized into codes emerging from the interview data.

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.
  • Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. Handbook of distance education, 129-144.
  • Babbie, E. R. (2013). The basics of social research. Cengage Learning.
  • 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.
  • Brown, M., Keppell, M., Hughes, H., Hard, N., & Smith, L. (2013). Exploring the disconnections: Student interaction with support services upon commencement of distance education. The International Journal of the First Year in Higher Education, 4(2), 63-74.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five traditions (6th Ed). Thousand Oaks, CA: Sage.
  • Danesh, A., Bailey, A., & Whisenand, T. (2015). Technology and instructor-interface interaction in distance education. International Journal of Business and Social Science, 6(2).
  • Dennen, V. P., Aubteen Darabi, A., & Smith, L. J. (2007). Instructor–learner interaction in online courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance education, 28(1), 65-79.
  • Ehrlich, D. B. (2002). Establishing connections: Interactivity factors for a distance education course. Educational Technology & Society, 5(1), 48-54.
  • Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115.
  • Flick, U. (2002). An introduction to qualitative research. London: Sage.
  • Flottemesch, K. (2000). Building effective interaction in distance education: A review of the literature. Educational Technology, 40(3), 46-51.
  • Godwin, S. J., Thorpe, M. S., & Richardson, J. T. (2008). The impact of computer‐mediated interaction on distance learning. British Journal of Educational Technology, 39(1), 52-70.
  • Hibberts, M., Johnson, R. B., & Hudson, K. (2012). Common survey sampling techniques. In Handbook of survey methodology for the social sciences (pp. 53-74). Springer, New York, NY.
  • Huss, J. A., Sela, O., & Eastep, S. (2015). A case study of online instructors and their quest for greater interactivity in their courses: Overcoming the distance in distance education. Australian Journal of Teacher Education, 40(4), n4.
  • Kanuka, H. (2011). Interaction and the online distance classroom: Do instructional methods effect the quality of interaction?. Journal of Computing in Higher Education, 23(2-3), 143-156.
  • Keeler, L. C. (2006). Student satisfaction and types of interaction in distance education courses. Colorado State University.
  • Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The internet and higher education, 20, 35-50.
  • Liao, L. F. (2006). A flow theory perspective on learner motivation and behavior in distance education. Distance Education, 27(1), 45-62.
  • Malinovski, T., Lazarova, M., & Trajkovik, V. (2012). Learner− content interaction in distance learning models: students' experience while using learning management systems. International Journal of Innovation in Education, 1(4), 362-376.
  • Mladenova, M., & Kirkova, D. (2014). Role of Student Interaction Interface in Web-Based Distance Learning. In ACHI 2014, The Seventh International Conference on Advances in Computer-Human Interactions (pp. 307-312).
  • Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–6.
  • Moore, M. G., & Kearsley, G. G. (1996). Distance education: A system view. Wadsworth.
  • Sharp, J. H., & Huett, J. B. (2006). Importance of learner-learner interaction in distance education. Director, 07.
  • Smith, M., & Winking-Diaz, A. (2004). Increasing students’ interactivity in an online course. The Journal of Interactive Online Learning, 2(3), 1-25.
  • Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23-49.
  • Vrasidas, C., & McIsaac, M. S. (1999). Factors influencing interaction in an online course. American Journal of Distance Education, 13(3), 22-36.
  • Vrasidas, C., & Zembylas, M. (2003). The nature of technology‐mediated interaction in globalized distance education. International Journal of Training and Development, 7(4), 271-286.
  • 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.
  • Yueh, H. P., Lin, W., Liu, Y. L., Shoji, T., & Minoh, M. (2014). The development of an interaction support system for international distance education. IEEE Transactions on Learning Technologies, 7(2), 191-196.

Çevrimiçi İngilizce Derslerinde Etkileşimi Etkileyen Faktörler: Öğretim Elemanlarının Görüşlerine İlişkin Çoklu Bir Vaka Çalışması

Year 2023, Volume: 12 Issue: 2, 325 - 340, 15.04.2023
https://doi.org/10.14686/buefad.1008001

Abstract

Çevrimiçi bir kursta eğitmenler ve öğrenciler arasındaki kişilerarası etkileşimi çeşitli faktörler etkileyebilir. Bu çalışma, Türkiye'de çeşitli üniversitelerde görev yapan altı çevrimiçi yabancı dil olarak İngilizce dersleri veren öğretim elemanının çevrimiçi derslerinde etkileşimi artırdığına inandıkları faktörlere ilişkin görüş ve tutumlarını araştırmayı ve ilgili literatüre katkıda bulunmayı amaçlamaktadır. İşbirlikli araştırma kapsamında, amaçlı örnekleme tekniğinin kullanılması ve katılımcılarla yarı yapılandırılmış görüşmelerin yapılması, koronavirüs pandemisi (COVID-19) nedeniyle bir acil uzaktan öğretim ortamında çevrimiçi eğitim vermek üzere görevlendirilen bu öğretim elemanlarının tutum ve görüşlerinin betimlenmesi için en iyi fırsatı sağlamıştır. Nihai sonuç, çevrimiçi derslerinde kişilerarası etkileşimi etkilemeyi amaçlayan deneyimli ve deneyimsiz çevrimiçi öğretim elemanları tarafından kullanılabilecek etkileşimi etkileyen çeşitli faktörler ve stratejiler içermektedir. Tüm katılımcılar çevrimiçi kurslar sırasında daha kaliteli etkileşim sağlanması gerektiğini ifade ederken, istenen etkileşim düzeyine ulaşma çabalarında karşılaştıkları engeller görüşmelerin ana gündemini oluşturmuştur. Görüşme verilerinden ortaya çıkan kodlar halinde kategorize edilen ana temaları oluşturan ders yapısı faktörlerinin, çevre ve medya etkilerinin, geri bildirim ve değerlendirme tekniklerinin ve söylem kolaylaştırıcılarının rolünü tartışmışlardır.

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.
  • Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. Handbook of distance education, 129-144.
  • Babbie, E. R. (2013). The basics of social research. Cengage Learning.
  • 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.
  • Brown, M., Keppell, M., Hughes, H., Hard, N., & Smith, L. (2013). Exploring the disconnections: Student interaction with support services upon commencement of distance education. The International Journal of the First Year in Higher Education, 4(2), 63-74.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five traditions (6th Ed). Thousand Oaks, CA: Sage.
  • Danesh, A., Bailey, A., & Whisenand, T. (2015). Technology and instructor-interface interaction in distance education. International Journal of Business and Social Science, 6(2).
  • Dennen, V. P., Aubteen Darabi, A., & Smith, L. J. (2007). Instructor–learner interaction in online courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance education, 28(1), 65-79.
  • Ehrlich, D. B. (2002). Establishing connections: Interactivity factors for a distance education course. Educational Technology & Society, 5(1), 48-54.
  • Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115.
  • Flick, U. (2002). An introduction to qualitative research. London: Sage.
  • Flottemesch, K. (2000). Building effective interaction in distance education: A review of the literature. Educational Technology, 40(3), 46-51.
  • Godwin, S. J., Thorpe, M. S., & Richardson, J. T. (2008). The impact of computer‐mediated interaction on distance learning. British Journal of Educational Technology, 39(1), 52-70.
  • Hibberts, M., Johnson, R. B., & Hudson, K. (2012). Common survey sampling techniques. In Handbook of survey methodology for the social sciences (pp. 53-74). Springer, New York, NY.
  • Huss, J. A., Sela, O., & Eastep, S. (2015). A case study of online instructors and their quest for greater interactivity in their courses: Overcoming the distance in distance education. Australian Journal of Teacher Education, 40(4), n4.
  • Kanuka, H. (2011). Interaction and the online distance classroom: Do instructional methods effect the quality of interaction?. Journal of Computing in Higher Education, 23(2-3), 143-156.
  • Keeler, L. C. (2006). Student satisfaction and types of interaction in distance education courses. Colorado State University.
  • Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The internet and higher education, 20, 35-50.
  • Liao, L. F. (2006). A flow theory perspective on learner motivation and behavior in distance education. Distance Education, 27(1), 45-62.
  • Malinovski, T., Lazarova, M., & Trajkovik, V. (2012). Learner− content interaction in distance learning models: students' experience while using learning management systems. International Journal of Innovation in Education, 1(4), 362-376.
  • Mladenova, M., & Kirkova, D. (2014). Role of Student Interaction Interface in Web-Based Distance Learning. In ACHI 2014, The Seventh International Conference on Advances in Computer-Human Interactions (pp. 307-312).
  • Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–6.
  • Moore, M. G., & Kearsley, G. G. (1996). Distance education: A system view. Wadsworth.
  • Sharp, J. H., & Huett, J. B. (2006). Importance of learner-learner interaction in distance education. Director, 07.
  • Smith, M., & Winking-Diaz, A. (2004). Increasing students’ interactivity in an online course. The Journal of Interactive Online Learning, 2(3), 1-25.
  • Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23-49.
  • Vrasidas, C., & McIsaac, M. S. (1999). Factors influencing interaction in an online course. American Journal of Distance Education, 13(3), 22-36.
  • Vrasidas, C., & Zembylas, M. (2003). The nature of technology‐mediated interaction in globalized distance education. International Journal of Training and Development, 7(4), 271-286.
  • 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.
  • Yueh, H. P., Lin, W., Liu, Y. L., Shoji, T., & Minoh, M. (2014). The development of an interaction support system for international distance education. IEEE Transactions on Learning Technologies, 7(2), 191-196.
There are 30 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Eda Yapıcı 0000-0002-0373-2819

Yaşar Yapıcı 0000-0002-0018-7165

Gülin Balıkcıoğlu Akkuş 0000-0002-9680-1552

Early Pub Date March 10, 2023
Publication Date April 15, 2023
Published in Issue Year 2023 Volume: 12 Issue: 2

Cite

APA Yapıcı, E., Yapıcı, Y., & Balıkcıoğlu Akkuş, G. (2023). Factors Affecting Interaction in Online EFL Courses: A Multiple Case Study of Instructors’ Perspectives. Bartın University Journal of Faculty of Education, 12(2), 325-340. https://doi.org/10.14686/buefad.1008001

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

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Bartın University Journal of Faculty of Education