Seventeenth International Conference on e-Learning & Innovative Pedagogies

Abstract

As online learning has evolved in the last several decades, most concerns centered around the lack of face-to-face interactions between learners and teachers. Thus, most distance education research has focused on examining reciprocal interpersonal interaction among learners and between learners and instructors. There has been little research on online learner-content interaction even though it plays an essential role in ensuring the effectiveness of asynchronous online learning. Online course content design can take advantage of the latest digital technologies and apply instructional design best practices while accommodating learner diversity. This study is a quantitative analysis of student interactions with asynchronous course content in a “Research Methods” course at the University of North Texas. The results of our multiple regression analysis of student interaction with the course content supported Merrill’s “Principles of Instruction” theory. Student engagement with higher level instructional strategies, such as “demonstration” via concept videos and “application” via self-tests and small group intra-module activities, correlated with better student learning outcomes for both undergraduate and graduate students. The amount of time of online class participation and the number of content page views were not predictors of student learning outcomes. In addition to the results of the study, we consider how to facilitate asynchronous learner-content interaction to engage students in deep and meaningful formal learning and enhance their overall learning experience.