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Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Examining Instructional Interaction and Student Persistence in Online Education

Examining Instructional Interaction and Student Persistence in Online Education
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Author(s): Steven F. Tello (University of Massachusetts Lowell, USA)
Copyright: 2007
Pages: 4
Source title: Managing Worldwide Operations and Communications with Information Technology
Source Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-59904-929-8.ch125
ISBN13: 9781599049298
EISBN13: 9781466665378

Abstract

As institutions of higher education launch or expand online course offerings, it is important to identify strategies and techniques that promote student participation in online courses and programs. One factor that is consistently identified as contributing to student achievement, satisfaction and persistence in face-to-face (FTF) college classrooms is interaction (Kuh & Hu, 2001; Pascarella & Terenzini, 1991; Tinto, 1987). This research study examined the impact of instructional interaction on student persistence in online courses. Specifically, this study examined the relationship of persistence to: (a) the frequency of instructional interaction, (b) the method of instructional interaction, and (c) student attitudes regarding interaction and their online course experience.

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