Wei, H. C., Peng, H., & Chou, C. (2015). Can more interactivity improve learning achievement in an online course? Effects of college students’ perception and actual use of a course-management system on their learning achievement. Computers & Education, 83, 10-21.
In this article the authors attempt to better understand the relationship between interactivity in a CMS/LMS and learner performance. First, they define the types of interaction examined: learner-self, learner-learner, learner instructor, learner-content, and learner-interface. They group learner-learner and learner-instructor together as simply human-human. Next, they look at interactivity based on three data streams. These are self-report surveys, LMS logs, and performance data (grades). They found that self-reporting and logs of more frequent interaction with the system results in better performance.
While it may seem inherently obvious that the more a learner participates, the better they will perform, this article is strong in that in looks at the individual types of interaction and examines the mediating relationship between interaction and outcomes. The authors create an interesting conceptual model for reporting the data using thier mediation framework. Most effective was the reporting of data. Less effective was the variation and detail in the literature review. I feel like more research could have been included.
I am especially interested in varied forms of interactivity and their effects on performance, learner satisfaction, and engagement. These are very broad constructs, so it is helpful to find research that addresses these concepts holistically and quantifies data based on these frameworks. I feel it is a practical study as it addressed specific features of an LMS examining the mediating relationship with performance data. This study is also a good example of combining quantitative data streams to provide triangulation and strengthen self-report data.
Related Articles (video summary to come in separate post)
Baharin, A. T., Lateh, H., Nawawi, H. mohd, & Nathan, S. S. (2015). Evaluation of Satisfaction Using Online Learning with Interactivity. Procedia – Social and Behavioral Sciences, 171, 905–911. https://doi.org/10.1016/j.sbspro.2015.01.208
Deshwal, P., Trivedi, A., & Himanshi, H. L. N. (2017). Online Learning Experience Scale Validation and Its Impact on Learners’ Satisfaction. Procedia Computer Science, 112, 2455–2462. https://doi.org/10.1016/j.procs.2017.08.178
Domagk, S., Schwartz, R. N., & Plass, J. L. (2010). Interactivity in multimedia learning: An integrated model. Computers in Human Behavior, 26(5), 1024–1033. https://doi.org/10.1016/j.chb.2010.03.003
Rodríguez-Ardura, I., & Meseguer-Artola, A. (2016). E-learning continuance: The impact of interactivity and the mediating role of imagery, presence and flow. Information & Management, 53(4), 504–516. https://doi.org/10.1016/j.im.2015.11.005
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