Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course

Murat Kurucay, Fethi A. Inan

Research output: Contribution to journalArticlepeer-review

46 Scopus citations

Abstract

The purpose of this study was to investigate the effects of learner-learner interactions on students' perceived learning, achievement, and satisfaction in an online undergraduate course. A quasi-experimental research design was conducted with 77 students registered into an online course. Two sections of the course were randomly assigned to control and treatment conditions. While students in the control group completed course assignments individually, students in the treatment group completed the assignments in small groups. The results of the study revealed that learner-learner interaction has a significant effect on students' achievement in an online course. Students working collaboratively achieved significantly higher than those working individually. Furthermore, students’ perceptions of online collaboration increased after being involved in online group activities.

Original languageEnglish
Pages (from-to)20-37
Number of pages18
JournalComputers and Education
Volume115
DOIs
StatePublished - Dec 2017

Keywords

  • Cooperative/collaborative learning
  • Improving classroom teaching
  • Online courses
  • Online interaction
  • Teaching/learning strategies

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