Exploring interaction in Web-based learning: A case study of two contrasting classes

Two studies by Sloan Foundation in 2003 and 2004 showed that online student enrollment number has rapidly increased in the United States. As higher education institutions rush to create online courses or programs, it is important to investigate the current practice in online education through the lens of interaction, a factor that plays a primary role in determining course quality. The importance of interaction has been well documented in the research literature, but little research has been focused on interactive processes in Web-based learning.; Through a multiple case study, this qualitative study investigated the interaction levels in two university Web-based classes, explored the factors that are important to the interaction in these two cases, and examined implications for improving the online learning environment so as to foster interaction. Findings were based on data analysis that was drawn from multiple sources of information including documents, questionnaires, observations, and interviews.; Through an analysis of asynchronous discussion messages at three points of time throughout the semester---the beginning, the middle, and the end, the investigation showed that interaction levels were much lower than participation levels in the two classes. Class A turned out to have a higher interaction level than Class B. The findings revealed that most of the discussion messages were one-directional. More multi-directional messages in terms of response, comment, and feedback are needed in Web-based learning. Students need to assume a more active role in online learning, initiating dialogues by asking the instructor and peer learners thought-provoking questions and providing with constructive comment or feedback.; Three factors were found to be important for interaction in asynchronous communication: course design, social presence, and feedback. It was suggested that online instructors should facilitate student understanding of discussion topics through content chunking and multiple presentation forms, provide more opportunities for communications, and add a human touch to the online learning through active involvement in discussion and timely feedback. The indications from this case study revealed that the improvement of online learning environment needs combined efforts from online instructors, online learners, and distance education administrators.