Interactions and learning outcomes in online language courses

Chin Hsi Lin*, Binbin Zheng, Yining Zhang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

63 Scopus citations

Abstract

Interactions are the central emphasis in language learning. An increasing number of K-12 students take courses online, leading some critics to comment that reduced opportunities for interaction may affect learning outcomes. This study examined the relationship between online interactions and learning outcomes for 466 students who were taking high-school level online language courses in a Midwestern virtual school. Regression analysis was employed to examine how three broad types of interactions, learner-instructor, learner-learner and learner-content (Moore,), affected students’ perceived progress and satisfaction. After controlling for demographic information, motivation and learning strategies, the results of multiple regression showed that learner-instructor and learner-content interactions had significantly positive effects on satisfaction, whereas learner-learner interaction did not affect satisfaction. Learner-content interaction was the only factor that affected perceived progress.

Original languageEnglish
Pages (from-to)730-748
Number of pages19
JournalBritish Journal of Educational Technology
Volume48
Issue number3
DOIs
StatePublished - 1 May 2017
Externally publishedYes

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