An Examination of Factors Affecting Online Interaction in Online Courses Offered in a Rural-based University
DOI:
https://doi.org/10.23918/ijsses.v12i1p128Keywords:
Interaction, Distance Education, Internet Connectivity, Technological Expertise, Course DesignAbstract
This study, a component of a more extensive investigation into online interaction, aimed to establish the factors that assist or impede interaction in online learning at a university in a developing context. The connectivist learning theory guided the investigation. The study used a concurrent triangulation design, a mixed methods research approach, and the post-positivist research paradigm. A structured questionnaire was utilised to gather quantitative data from a stratified random sample of 361 students. Qualitative data were collected from four focus groups using a focus group discussion schedule. SPSS software was used to analyse quantitative data. Descriptive statistics were used to analyse data. The qualitative data were analysed using thematic content analysis. At the interpretation stage, the two data sets were combined. Informed consent, ethical clearance, and study permission were among the ethical issues discussed. The study found some factors that were deemed to encourage online interaction. The availability of opportunities for cooperative learning, other students' willingness to participate, the accessibility of adequate technological tools for online learning, and the proper organisation of the course material were all factors. However, particular course instructors' incapacity to offer continuous online assistance, delays in providing prompt feedback, spotty network connectivity in some places, excessive data rates, and an absence of state-of-the-art technological expertise hindered online interaction. The study concludes that effective online interaction depends on addressing the established positive and negative factors.
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