Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses

By Karen P. Swan. 2001

1,018 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/29e9d12063cc0e384bc54624090480f07a495479

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough (2005, background): “There is considerable literature pointing to the relation between teaching presence and perceived learning (Jiang and Ting 2000; Pawan et al. 2003; Picciano 2002; Shea, Pickett, and Pelz 2004; Swan 2001).”
Online Teaching and Learning Experiences During the COVID-19 Pandemic – A Comparison of Teacher and Student Perceptions (2021, background): “Particularly, student-instructor interaction and student-student interaction have been both identified as significant contributors of student learning and satisfaction (Sher, 2009; Swan, 2001).”
A structural equation model of predictors of online learners’ engagement and satisfaction (2019, background): “Research shows that engagement has significant effects on satisfaction in online learning environments (Bitzer & Janson, 2014; Gray & DiLoreto, 2016; Shin & Chan, 2004; Swan, 2001).”
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement. (2016, background): “For example, by administering a survey in 73 online courses, Swan (2001) found that clarity of design, interaction with instructors, and active discussion with other students were significantly associated with students’ perceived learning and satisfaction.”
Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty (2012, background): “Online interactions among learners as well as between learners and instructors increase learners’ participation in educational activities (Swan, 2001).”
Creating Effective Collaborative Learning Groups in an Online Environment (2009, background): “Swan (2001), citing a number of authors, identifies course design as a critical factor in determining the quantity, quality, and type of interactivity (learner interaction with content, instructors, or peers) in a course.”
Blended learning effectiveness: the relationship between student characteristics, design features and outcomes (2017, methodology): “Arbaugh (2000) and Swan (2001) indicated that high levels of learner-instructor interaction are associated with high levels of user satisfaction and learning outcomes.”
Socio-emotional connections: identity, belonging and learning in online interactions. A literature review (2014, background): “Some of these concern student retention (Moody, 2004), student satisfaction (Swan, 2001; Stein, Wanstreet, Calvin, Overtoom & Wheaton, 2005), challenges around development of critical thinking skills (Maurino, 2006; Garrison & Arbaugh, 2007; Garrison & Vaughan, 2008), beneficial levels of participat”
Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system (2008, background): “Characteristics and other circumstances identified in previous studies, including clarity of design, interaction with instructors, and active discussion in the context of the course (Swan, 2001), will enhance students' satisfaction toward e-learning.”
Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses (2018, background): “These findings are supported by Swan's (2001) conclusions that instructor's clear and consistent course structure, frequently and constructive interaction with students, and active discussions contribute to the success of online courses.”
Interaction in distance-learning courses (2006, background): “Accordingly, many researchers note that students perceive e-learning group discussions as more equitable and more democratic than traditional classroom discussions (Swan, 2001).”
Predictors of Learning Satisfaction in Japanese Online Distance Learners. (2008, result): “This finding also supports other studies (Kelsey & D’souza, 2004; Swan, 2001) which found that student interaction did not play an important role in student satisfaction.”
Online instruction, e-learning, and student satisfaction: A three year study (2014, background): “Swan (2001), too, found that interactivity was essential to designing online courses that positively affect student satisfaction. Wang (2003) argued that to truly measure student satisfaction researchers must first assess the effectiveness of online education.”
Blended learning: Uncovering its transformative potential in higher education (2004, background): “Focusing for a moment on the properties of the Internet, we know that much of the satisfaction and success of blended learning experiences can be attributed to the interactive capabilities of Internet communication technology (Garrison & Cleveland- Innes, 2003; Swan, 2001).”