Associations between Learner Interaction and Achievement in an Online Course: A Longitudinal Study1

摘要

This study analyzed student interaction in an online graduate-level research methods course for students majoring in agricultural education and related disciplines. The study involved 117 students and data were collected over 5 years. Overall there were 54 comparisons between groups of students who earned grades of B+ or lower and groups who earned grades of A- or A. In 45 of these comparisons, the average number of interactions for the A- or A groups exceeded the average number of interactions for the B+ or lower groups. In every comparison, the A- or A groups had a higher mean for number of sessions, total time in minutes, discussions read, and content files viewed than the B+ or lower groups. Pearson correlations were used to describe the associations between interactions and students' final percentage grade. Number of sessions, total time in minutes, discussions read, and content files viewed were positively correlated with achievement in each of the 5 years studied. Effect sizes for specific interactions varied significantly by year.