Journal of Computing in Higher Education

, Volume 30, Issue 1, pp 154–175 | Cite as

Effects of learner-to-learner interactions on social presence, achievement and satisfaction

  • Beth Oyarzun
  • Jill Stefaniak
  • Linda Bol
  • Gary R. Morrison
Article

Abstract

One current focus of research regarding online courses concentrates on identifying effective design and delivery methodologies. This non-experimental comparative research study investigated two types of learner-to-learner interaction techniques: designed and contextual interactions and their effects on learner achievement, social presence, interaction quality and learning satisfaction in online asynchronous courses. Designed interactions have a high level of collaborative/cooperative instructional intent. Contextual interactions provide the opportunity for interaction but have little or no collaborative/cooperative instructional intent. Results indicate designed interactions or interactions that have high levels of collaborative/cooperative intent positively affect learner achievement and satisfaction. Results also indicate that a high level of instructor social presence has positive effects on student achievement and learning satisfaction. The results continue to reveal that a high level of interactive quality significantly affects levels of instructor and learner social presence as well as learner satisfaction.

Keywords

Learner-to-learner interaction Online asynchronous learning Social presence Achievement Learner satisfaction Collaborative learning Cooperative learning 

Notes

Compliance with ethical standards

Conflict of interest

The authors declare that they have no conflict of interest.

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Copyright information

© Springer Science+Business Media, LLC 2017

Authors and Affiliations

  1. 1.University of North Carolina at CharlotteCharlotteUSA
  2. 2.Old Dominion UniversityNorfolkUSA

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