Title: View of Examining interactivity in synchronous virtual classrooms        | The International Review of Research in Open and Distributed Learning
Headings: Examining Interactivity in Synchronous Virtual Classrooms
June – 2012
Examining Interactivity in Synchronous Virtual Classrooms
Florence Martin, Michele A. Parker, and Deborah F. Deale
University of North Carolina Wilmington, USA
Abstract
Introduction
Synchronous Virtual Classrooms
Defining Interaction
Types of Interaction
Interaction Framework
Interaction in Online Courses
Online Interaction Analysis Models
Purpose of this Study
Methodology
Survey on Interaction in the Synchronous Virtual Classrooms
Instructor Interview
Course Archives
Results
Surveys
Learner-instructor interaction.
Learner-learner interaction.
Learner-interface interaction.
Learner-content interaction.
Instructor Interview
Archival Analysis of Classroom Interaction
Course 1 – Computer Based Instruction (CBI)
Course 2 – Evaluation and Change Management
Course 3 – Human Performance Improvement (HPI)
Discussion
Learner-Instructor Interaction
Learner-Learner Interaction
Learner-Interface Interaction
Learner-Content Interaction
Best Practices
Limitations and Future Research
Implications
References

Content: In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the southeastern United States. The students were asked about learner-learner, learner-instructor, learner-content, and learner-interface interactions. During an interview, the instructor was asked about strategies to promote these different forms of interaction. In addition, the academic, social, and technical aspects of interactions were examined in three course archives using Schullo’s (2005) schema. Participants reported that the Wimba interface was easy to use and that various features, such as text chat and the webcam, facilitated interaction among the students and with the instructor in the virtual classroom. The importance of students’ ability to receive immediate feedback and their experience as presenters was highlighted across the various kinds of interaction. The instructor’s teaching style and visual presence were instrumental in engaging students with the content. The results suggest that student interaction, and hence learning, was aided by the live communication that occurred through the virtual classroom. This study has implications for those who are considering adopting virtual classroom technologies for their online or blended teaching. Keywords: