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: interaction
Introduction
Sloan Consortium reports that over 6.1 million students were enrolled in at least one online course in the fall of 2010 (Allen & Seaman, 2011). Online instruction is rapidly gaining acceptance as an alternative and a supplement to traditional classroom instruction (Arbaugh, 2000). According to Coleman (2012), students enroll in online courses for a variety of reasons, which include anywhere/anytime learning, increased student interaction, acquiring skills in using technology, and instructors being more approachable. Asynchronous online courses offer anytime/anywhere learning to the students; whereas, in synchronous online courses, students have the freedom of place but have to login at a specific time. Studies have shown that students succeed in online courses when they are active participants (Verneil & Berge, 2000), and therefore interaction is crucial to student satisfaction and engagement in online courses (Mandernach, 2005). Kearsley (1995) states that a high level of interaction is desirable and enhances the effectiveness of any distance education course. This need for interaction has resulted in the development of guidelines for designing effective online courses (Roblyer & Ekhaml, 2000). While asynchronous courses provide interaction primarily through discussion forums, synchronous courses provide real-time interactions. Adding synchronous components to online courses can enrich meaningful interactions (Repman, Zinskie, & Carlson, 2005).