Abstract
In this special issue, I bring together two studies to provide a comprehensive overview on diverse and interactive instructional methods aimed to facilitate higher levels of learning. One study explored the effects of group interaction using different instructional strategies focusing on the learning process using the Community of Inquiry framework. The other study investigated the effects of group interaction using different instructional strategies focusing on learning products using the SOLO taxonomy. The outcomes of both studies were consistent in revealing that certain kinds of instructional strategies have more effective interactions, resulting in facilitating higher levels of learning.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Abrami, P., Bernard, R., Bures, E., Borokhhovski, E., & Tamim, R. (2011). Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice, 23(2).
Bates, A. W. (1997). The future of educational technology. Learning Quarterly, 1(2), 7–14.
Biggs, J. (1995). Teaching for better learning. In J. Biggs & D. Watkins (Eds.), Classroom learning: Educational psychology for the Asian teachers (pp. 261–279). Singapore: Prentice Hall.
Biggs, J. (1999). Teaching for quality learning at university. Buckingham: SRHE and Open University Press.
Biggs, J., & Collis, K. (1982). Evaluating the quality of learning: The SOLO taxonomy. New York: Academic Press.
Collett, D., Kanuka, H., Blanchette, J., & Goodale, C. (1999). Learning technologies in adult distance education. Edmonton, AB: University of Alberta.
Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st century: A framework for research and practice. London: Routledge/Falmer.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 1–19.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. The American Journal of Distance Education, 15(1), 7–23.
Heckman, R., & Annabi, H. (2005). A content analytic comparison of learning processes in online and face-to-face case study discussions. Journal of Computer Mediated Communication, 10(2). Retrieved January 13, 2011, from http://www.jcmc.indiana.edu/vol10/issue2/heckman.html.
Juler, P. (1990). Promoting interaction; maintaining independence: Swallowing the mixture. Open Learning, 5, 24–33.
Kanuka, H. (2000). Learner content interaction: The silent but active participant. Presentation at the 15 CADE), Making IT Learner Centred, May 2000, Quebec, Canada.
Kanuka, H. (2002). Guiding principles for facilitating higher levels of Web-based distance learning in post-secondary settings. Distance Education, 23(1), 163–182.
Kanuka, H. (2005). An exploration into facilitating higher levels of learning in a text-based Internet learning environment using diverse instructional strategies. Journal of Computer Mediated Communication, 10(3). [online]. Available: http://www.jcmc.indiana.edu/vol10/issue3/kanuka.html.
Kanuka, H. (2010a). Cultural Diversity, technologically-mediated learning and instructional design: Implications for choosing and using communication tools. Asia Pacific Collaborative Education Journal, 6(1), 1–16.
Kanuka, H. (2010b). Fostering higher levels of learning using diverse instructional strategies with internet communication tools. In M. S. Khine & I. M. Saleh (Eds.), New science of learning: computers, cognition and collaboration in education. Berlin: Springer.
Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38(2), 260–271.
McKnight, C. B. (2001). Supporting critical thinking in interactive learning environments. Computers in the Schools, 17(3/4), 17–32.
Moore, M. G. (1973). Towards a theory of independent learning and teaching. Journal of Higher Education, 44, 661–679.
Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–6.
Moore, M. (1990). Recent contributions to the theory of distance education. Open Learning, 5(3), 10–15.
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth Publishing Company.
Ramsden, P. (1992). Learning to teach in higher education. London: Routledge.
Russell, T. L. (2001). The no significant difference phenomenon: A comparative research annotated bibliography on technology for distance education. IDECC, Montgomery, AL.
Tenenbaum, G., Naidu, S., Jegede, O., & Austin, J. (2001). Constructivist pedagogy in conventional on-campus and distance learning practice: An exploratory investigation. Learning and Instruction, 11, 87–111.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Kanuka, H. Interaction and the online distance classroom: Do instructional methods effect the quality of interaction?. J Comput High Educ 23, 143–156 (2011). https://doi.org/10.1007/s12528-011-9049-4
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12528-011-9049-4