Expanding the interaction equivalency theorem

Padilla Rodriguez, Brenda Cecilia y Armellini, Alejandro (2015) Expanding the interaction equivalency theorem. International Review of Research in Open and Distributed Learning, 16 (3). pp. 298-317. ISSN 1492-3831

[img]
Vista previa
Texto
Padilla Rodriguez y Armellini 2015 - Expanding the interaction equivalency theorem.pdf - Versión Aceptada
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (313kB) | Vista previa
[img] Otros (Plain Text Bibliography)
bibliography.txt - Bibliografía

Download (6kB)

Resumen

Although interaction is recognised as a key element for learning, its incorporation in online courses can be challenging. The interaction equivalency theorem provides guidelines: Meaningful learning can be supported as long as one of three types of interactions (learner-content, learnerteacher and learner-learner) is present at a high level. This study sought to apply this theorem to the corporate sector, and to expand it to include other indicators of course effectiveness: satisfaction, knowledge transfer, business results and return on expectations. A large Mexican organisation participated in this research, with 146 learners, 30 teachers and 3 academic assistants. Three versions of an online course were designed, each emphasising a different type of interaction. Data were collected through surveys, exams, observations, activity logs, think aloud protocols and sales records. All course versions yielded high levels of effectiveness, in terms of satisfaction, learning and return on expectations. Yet, course design did not dictate the types of interactions in which students engaged within the courses. Findings suggest that the interaction equivalency theorem can be reformulated as follows: In corporate settings, an online course can be effective in terms of satisfaction, learning, knowledge transfer, business results and return on expectations, as long as (a) at least one of three types of interaction (learner-content, learnerteacher or learner-learner) features prominently in the design of the course, and (b) course delivery is consistent with the chosen type of interaction. Focusing on only one type of interaction carries a high risk of confusion, disengagement or missed learning opportunities, which can be managed by incorporating other forms of interactions.

Tipo de elemento: Article
Palabras claves no controlados: Interaction; Course effectiveness; Online courses; Interaction equivalency theorem
Materias: B Filosofía, Psicología, Religión > BF Psicología
L Educación > L Educación en General
Divisiones: Psicología
Usuario depositante: Dra Brenda Cecilia Padilla Rodríguez
Creadores:
CreadorEmailORCID
Padilla Rodriguez, Brenda CeciliaNO ESPECIFICADONO ESPECIFICADO
Armellini, AlejandroNO ESPECIFICADONO ESPECIFICADO
Fecha del depósito: 16 Ene 2017 21:43
Última modificación: 16 Ene 2017 21:43
URI: http://eprints.uanl.mx/id/eprint/11704

Actions (login required)

Ver elemento Ver elemento

Downloads

Downloads per month over past year