Online Learners’ Preferences for Interaction

Abstract

The purpose of this study was to investigate types of interactions that students perceived to be important for elearning. Interaction attributes studied in this investigation included content interaction, conversation and collaboration, intrapersonal/metacognitive skills, and need for support. This study was an initial investigation of learner perceptions of online interaction. Data were collected through the administration of the Online Learning Interaction Inventory (OLLI) to 52 graduate students in an online masters program. Online learners reported that flexibility (M = 4.65, SD = .74) and convenience (M = 4.13, SD = 1.14) were the two primary reasons why they selected to learn at a distance. Indicators of interaction were noted in each of the four interaction attribute areas. However, the idea of self-regulating learning (M = 4.58, SD = .72) and having timely feedback from the instructor (M = 4.48, SD = .64) was reported as most valued by participants.