Date of Award
Fall 2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
STEM Education & Professional Studies
Program/Concentration
Instructional Design and Technology
Committee Director
Tian Luo
Committee Member
John Baaki
Committee Member
Cherng-Jyh Yen
Abstract
Multimedia technologies allow instructional designers to transform interpersonal interactions into interactions between learners and content. These learner–content interactions are more scalable in online, asynchronous distance education (DE) than interactions between learners and the instructor or interactions among learners. Additionally, learners sometimes prefer interactions with course content over interactions with their peers and instructor. Studies on learner–learner and learner–instructor interaction provide insight into the preferences and perceived effects of interaction types. However, the literature has not directly discussed the impact on performance resulting from substituting learner–content interaction for learner–learner interaction. This study examined the impact of substituting interaction types on perception of workload, perception of learning, and performance in an online, asynchronous, undergraduate-level setting of formal DE.
The results of this study showed (a) learner–learner interactions were perceived to be significantly more work than learner–content interactions, (b) learner–content interactions were perceived to be significantly more helpful in learning the material, (c) there was no significant difference in performance between the two interaction types, (d) interaction type did not significantly moderate the relationship between perception of workload and performance, and (e) interaction type did significantly moderate the relationship between perception of learning and performance.
Rights
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DOI
10.25777/bvh9-ha95
ISBN
9798381447033
Recommended Citation
Hauert, Scott A..
"Assessing the Impact of Substituting Interaction Types: An Empirical Study of the Interaction Equivalency Theory"
(2023). Doctor of Philosophy (PhD), Dissertation, STEM Education & Professional Studies, Old Dominion University, DOI: 10.25777/bvh9-ha95
https://digitalcommons.odu.edu/stemps_etds/138
ORCID
0000-0002-1986-2028