Interaction: a Key Component to Successful Online Learning: An Investigation of Interaction and a Course of Online Learning

Nashwa Ismail

Research output: ThesisMaster's Thesis

30 Downloads (Pure)

Abstract

In this global village we live in, education is not restricted to a special place like a school. All learners should be life-long learners, and learning should not be restricted to a time and place. Like any other kind of education, e-learning, a process to create and provide access to learning when the source of information and the learners are separated by time and distance, has special kinds of barriers which need to be known and considered, for instance the high drop-out rate of e-learning and the suitability of e-learning to cover different subjects. These problems appear to be related, directly or indirectly, to the issue of interactivity. Interactivity in e-learning is considered to be more than just clicking a mouse. Interactivity encourages both active learner reflection and manipulation of learning content; it reduces the feelings of isolation and of anxiety of not learning the curriculum. Interactivity facilitates the integration of learned content into existing schemata and in particular into real-life work situations. In the context of e-learning, interactivity is viewed as the principal method of engaging with learners and helping them to attain, retain and sustain the knowledge and skills they are learning. This thesis argues that an in-depth understanding of interactivity in e-learning will reinforce and enhance the capabilities of this learning mode, and consequently have a measurable positive impact on student drop-out rates, and widen the suitability and subject coverage of e-learning.
Original languageEnglish
QualificationMasters
Awarding Institution
  • University of Southampton
Supervisors/Advisors
  • Halnan, Adrian, Supervisor, External person
Award date15 Nov 2011
Publication statusPublished - 2011

Fingerprint

electronic learning
interactive media
interaction
learning
drop-out
source of information
manipulation
social isolation
education
coverage
anxiety
curriculum
school
student

Keywords

  • E-Learning
  • synchronous
  • asynchronous
  • blended learning
  • e-content
  • e-teacher
  • drop-out

Cite this

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title = "Interaction: a Key Component to Successful Online Learning: An Investigation of Interaction and a Course of Online Learning",
abstract = "In this global village we live in, education is not restricted to a special place like a school. All learners should be life-long learners, and learning should not be restricted to a time and place. Like any other kind of education, e-learning, a process to create and provide access to learning when the source of information and the learners are separated by time and distance, has special kinds of barriers which need to be known and considered, for instance the high drop-out rate of e-learning and the suitability of e-learning to cover different subjects. These problems appear to be related, directly or indirectly, to the issue of interactivity. Interactivity in e-learning is considered to be more than just clicking a mouse. Interactivity encourages both active learner reflection and manipulation of learning content; it reduces the feelings of isolation and of anxiety of not learning the curriculum. Interactivity facilitates the integration of learned content into existing schemata and in particular into real-life work situations. In the context of e-learning, interactivity is viewed as the principal method of engaging with learners and helping them to attain, retain and sustain the knowledge and skills they are learning. This thesis argues that an in-depth understanding of interactivity in e-learning will reinforce and enhance the capabilities of this learning mode, and consequently have a measurable positive impact on student drop-out rates, and widen the suitability and subject coverage of e-learning.",
keywords = "E-Learning, synchronous , asynchronous , blended learning, e-content, e-teacher, drop-out",
author = "Nashwa Ismail",
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school = "University of Southampton",

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N2 - In this global village we live in, education is not restricted to a special place like a school. All learners should be life-long learners, and learning should not be restricted to a time and place. Like any other kind of education, e-learning, a process to create and provide access to learning when the source of information and the learners are separated by time and distance, has special kinds of barriers which need to be known and considered, for instance the high drop-out rate of e-learning and the suitability of e-learning to cover different subjects. These problems appear to be related, directly or indirectly, to the issue of interactivity. Interactivity in e-learning is considered to be more than just clicking a mouse. Interactivity encourages both active learner reflection and manipulation of learning content; it reduces the feelings of isolation and of anxiety of not learning the curriculum. Interactivity facilitates the integration of learned content into existing schemata and in particular into real-life work situations. In the context of e-learning, interactivity is viewed as the principal method of engaging with learners and helping them to attain, retain and sustain the knowledge and skills they are learning. This thesis argues that an in-depth understanding of interactivity in e-learning will reinforce and enhance the capabilities of this learning mode, and consequently have a measurable positive impact on student drop-out rates, and widen the suitability and subject coverage of e-learning.

AB - In this global village we live in, education is not restricted to a special place like a school. All learners should be life-long learners, and learning should not be restricted to a time and place. Like any other kind of education, e-learning, a process to create and provide access to learning when the source of information and the learners are separated by time and distance, has special kinds of barriers which need to be known and considered, for instance the high drop-out rate of e-learning and the suitability of e-learning to cover different subjects. These problems appear to be related, directly or indirectly, to the issue of interactivity. Interactivity in e-learning is considered to be more than just clicking a mouse. Interactivity encourages both active learner reflection and manipulation of learning content; it reduces the feelings of isolation and of anxiety of not learning the curriculum. Interactivity facilitates the integration of learned content into existing schemata and in particular into real-life work situations. In the context of e-learning, interactivity is viewed as the principal method of engaging with learners and helping them to attain, retain and sustain the knowledge and skills they are learning. This thesis argues that an in-depth understanding of interactivity in e-learning will reinforce and enhance the capabilities of this learning mode, and consequently have a measurable positive impact on student drop-out rates, and widen the suitability and subject coverage of e-learning.

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