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Examining Instructional Interaction and Student Persistence in Online Education
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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