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TheEffectofInteractioninWeb-basedCoursesonStudentOutcomesWangXiuwen南京航空航天大学外国语学院210016IntroductionProliferationofWeb-basedcoursesTheimportanceofinteractionStatementoftheproblem
TheinteractionthatoccursinWeb-basedcoursesismarkedlydifferentfromthatoccursinthetraditionalclassroomsetting.
Purposeofthestudy
1.MakeasystematicstudyoftheinteractioninWeb-basedcoursesanddescribeitsfunctions,modes,means,andetc.2.AbetterunderstandingoftheroleofinteractioninWeb-basedcoursessoastofacilitatethedevelopmentofonlineinstructiononcampus.
ResearchQuestion
WhatistheeffectofinteractioninWeb-basedcoursesonstudentoutcomeswhilestudentcharacteristicsareconsidered?ResearchVariablesSignificanceoftheStudy
1.Theconceptofinteractionisacentralcomponentinthebasicprinciplesfordevelopinganddeliveringgoodeducation.2.Proponentsofinteractioninonlinecoursesbelievethattheinteractionpieceisacoreelementtolearninginthevirtualclassroom.3.GiventhatevidencesupportsthecomparabilityoflearninginWeb-basedcourses,perhapsmoreimportantoutcomestoassessarestudents’satisfactionwiththeWeb-basedcourse,theirperceivedlearning,andmotivationintheWeb-basedcourse.
4.UnderstandingtheimpactofinteractiononstudentoutcomescanbeessentialinthedesignanddeliveryoffutureWeb-basedcourses.
Formulationofinteraction
inWeb-basedcourses
Definitionofinteraction
1.Theterms“interaction”and“interactivityareusedinterchangeablyinthisstudyasGilbertandMoore(1998)do.2.Twodominantwaysofdefininginteraction:human-humaninteractionandhuman-messageinteraction.3.AnacceptanceofWagner’s(1994:8)definition:
...reciprocaleventsthatrequireatleasttwoobjectsandtwoactions.Interactionsoccurwhentheseobjectsandeventsmutuallyinfluenceoneanother.Interactionwithinthecurrentstudy
TheoreticalframeworkAlearner-centeredsocialconstructivismapproach
1.Learner-centeredprinciples2.Situatedlearning3.Collaborativelearning4.Situatedandcollaborativelearninginonlineeducation
ResearchmethodologyAdescriptivecorrelateddesignTheresearchisbasicallydescriptive.Descriptiveresearchdrawselementsfrombothquantitativeandqualitativemethodologies.Itincludescollectingdatathroughinterviewsandsurveymethodsinordertodeterminethewaythingsareortodescribe‘whatis’(Gall,Borg&Gall,1996).
Theaimofcorrelatedstudiesistodescribetherelationshipamongvariablesinthestudy(Polit&Hungler,1999).
Selectionofparticipants
288studentsrecruitedfromtheWeb-basedEnglishprogramforundergraduatestudentsofferedbytheSchoolofForeignLanguagesatShanghaiJiaotongUniversityhastakenpartinthestudy.InstrumentationSurveymethod
Commontechniquesusedforgatheringdataineducationincludesurveysastheyarea“meansofgatheringinformationthatdescribesthenatureandextentofaspecifiedsetofdatarangingfromphysicalcountsandfrequenciestoattitudesandopinions”(Issac&Michael,1995:128)
Casestudies
Themeritofacasestudyapproachistoenableresearcherstoconcentrateonaspecificinstanceorsituationandtocarryoutanintensivestudyonfewentitiesinordertograspthecomplexanddynamicissuesinaparticularonlineeducationsetting(Bell,1993).
Contentanalysis
Theuniquenatureofcomputer-mediatedcommunication(CMC)createstheopportunityofusingcontentanalysisasanotherpopularmethodofinquiryrelatedtoonlinelearningactivitiesandbehaviors.
SurveyinstrumentTheNHCE(NewHorizonCollegeEnglish)ElectronicLearningEnvironment
Survey
Thesurveyinstrumentusedinthisstudyisinspiredbytherelevantliteratureanddevelopedbytheresearcher.
DatacollectionThequestionnaireisthesurveymethodforgatheringdatatomatchresearchobjectives.Datastoredintheonlinelearningsystem:logonstatisticsandpostingsonthediscussionforum.InformalinterviewswiththestudentsandinstructorsintheWeb-basedcourse
DataanalysisQuantitativedataanalysis
MainlyPearsonproductmomentcorrelations,andhierarchicalregressionanalysis.
Pearsonproductmomentcorrelationsareconductedtoinvestigatetherelationshipbetweeninteractionandstudentoutcomes,aswellasstudentcharacteristicswiththem.
Hierarchicalregressionanalysisconsistsofmultipleregressionusingablockmethod.
QualitativeDataAnalysis
AccordingtoRossmanandRallis(1998),aftergatheringqualitativedata,theresearchershouldgeneratecategories,identifythemes,andlookforrecurringpatternsamongtheresponsestotheopen-formitems.Inaddition,interpretationandtabulationoftheopen-formitemsandsummaryshouldbeincludedintheresearchreport.
Structuralandcontentanalysis
1.Structuralanalysisreferstotheuseofstatisticalmethodstotraceandpresentonlinecommunicationactivities.Normally,theunitofanalysisforstructuralanalysisisthemessage.2.Contentanalysisconcentratesonthemeaningofmessagesinsteadofotheraspectsofmessagesthemselves.Results
QuantitativeanalysisSatisfactionanalysisBivariateCorrelationsforSatisfaction
RegressionAnalysisforSatisfaction
RegressionCoefficientsforSatisfaction
ParsimoniousModelSummaryforSatisfaction
PerceivedlearninganalysisThebivariatecorrelationsrangefrom(computerskills)to(communication).Allpredictorsexceptone(computerskills)havebivariatecorrelations.Consequently,computerskillsaredeletedfromsubsequentregressionanalysis.Inthehierarchical,multipleregressionanalysis,thethreestudentcharacteristicsvariables(gender,averagetimespentonthecourseperweek,andreasonsfortakingthecourse)accountfor3%ofthevariancewhichisnotstatisticallysignificant.Inthehierarchical,multipleregressionanalysis,theinteractionvariables(learnercontrol,feedback,andcommunication)accountfor37%ofvariance,whichisstatisticallysignificant.Theresultsofamoreparsimoniousmodel
usingonly
communication,feedback,andlearnercontrolareverysimilartothoseobtainedfromthe6predictors.
Motivationanalysis
Thebivariatecorrelationsrangefrom
(computerskills)to(communication).Allpredictorsexceptone(computerskills)havebivariatecorrelations.Consequently,computerskillsaredeletedfromsubsequentregressionanalysis.Inthehierarchical,multipleregressionanalysis,thethreestudentcharacteristicsvariables(gender,averagetimespentonthecourseperweek,andreasonsfortakingthecourse)accountfor6%ofthevariance,whichisstatisticallysignificant.Inthehierarchical,multipleregressionanalysis,theinteractionvariables(learnercontrol,feedback,andcommunication)accountfor33%ofvariance,whichisstatisticallysignificant.Theresultsofamoreparsimoniousmodel
usingonly
communication,feedback,andlearnercontrolareverysimilartothoseobtainedfromthe6predictors.
Summaryofquantitativefindingsforstudentoutcomes
Inthesatisfactionanalysisandperceivedlearninganalysis,theimportantpredictorsareallinteractionvariables,however,inthemotivationanalysis,theimportantpredictorsincludebothinteractionvariablesandstudentcharacteristicsvariables.Theinteractionvariables(learner-control,feedback,andcommunication)playamoresignificantrolethanstudentcharacteristicsinpredictingstudentoutcomesofsatisfaction,perceivedlearning,andmotivation.
Socialinteraction(learner-instructorinteractionandlearner-learnerinteraction)seemstobeabetterpredictorthaninstructionalinteraction(learner-contentinteraction).
Teachers’roleisconsideredvitalintheinteractionprocessandpromptfeedbackisvalued
StructuralandcontentanalysisStructuralanalysisisineffectthemessagedistributionanalysisinthecurrentstudy.Theconceptofrule-basedsystemsservethepurposeofguidingthecontentanalysisononlinemessages.Threesetsofrulesapply:substantive,message,andcontrol(Liebenau&Backhouse,1990).SummaryoffindingsforstructuralandcontentanalysisAtthebeginningofthediscussionactivities,studentsneedtheirinstructors’guidance.Teachersplayanimportantroleinincreasingstudents’participationinvariousdiscussiontasks.Studentsaccountforalargeproportionofpostingsdistribution.Themajorityofmessagesaresubstantive,i.e.discussionontheprimetasksinitiatedbytheinstructororotherstudents.Thismeansthatstudentsreallyusetheonlinediscussionforumtoenhancetheirunderstandingofthelecturesandtofacilitatetheirlearning.QualitativeanalysisContentforanalysis:
1.Sixopen-endedquestionsareincludedintheThirdPartofthesurvey,whichattempttocapturethelearners’perceivedvalueoftheroleofinteractioninhelpingtounderstandthecourseandalsoadditionalcontributionsastotheiroverallinteractionexperiences.2.InformalinterviewswiththeinstructorsandstudentsintheWeb-basedcourse.Examplesofsomeofthecommentsindicatingpositiveeffectofonlinegroupdiscussionsinclude:“Icanlearnfromwhatmyclassmatessayandgetall-roundclues,henceobtainingmultipleandthoroughinformation.”“Myclassmates’viewpointsvaryaccordingly,whichcanbroadenmyknowledgeandelicitmyunderstanding.”“Unconsciously,I’mmoreskilledatusingEnglish.”“Thediscussionaboutcloneplayedanimportantroleinhelpingmesummarizethetext’smainidea.”“Veryhelpfulinimprovingmyspeakingandwritingability.”
Anumberofstudentsdescribehowthesystemhelpstheirprocessofknowledgedevelopmentduringtheinformalinterviews.
“ThegreatestbenefitIgotfromtheonlinelearningenvironmentwasthewidevarietyofschoolsofthoughtsthatIcanreadanddiscuss.Theonlineformallowsmetohavesufficienttimetothink,toreflect,andtoputmywell-organizedarguments.”“Theonlinelearningsystemhasbeenveryhelpfulinincreasingmyu
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