Interactions and Learning Outcomes in Online Language Courses

• In Event: 31.074 - Online Teaching and Learning SIG Paper Session 3

Abstract

With an increasing number of K-12 students taking courses online, researchers have emphasized the importance of interaction for language learners in online courses. This study examines the relationship between interactions and learning outcomes among 466 middle- and high-school students taking an online language course in a Midwestern virtual school. Path analysis was employed to look into how three types of interactions, learner-instructor, learner-learner, and learner-content (Moore, 1989), affected students’ perceived progress and satisfaction. The results of path analysis showed that Learner-instructor interaction was only associated with student satisfaction, and not with perceived progress. Both learner-instructor and learner-content interaction were positively associated with perceived progress. Learner-learner interactions, meanwhile, were not significantly associated with either student satisfaction or perceived progress.

Authors

• Chin-Hsi Lin, Michigan State University

• Binbin Zheng, Michigan State University

• Yining Zhang, Michigan State University