Effects of Different Types of Interaction on Learning Achievement, Satisfaction and Participation in Web-Based Instruction
By I. Jung, S. Choi, Cheolil Lim, Junghoon Leem. 2002
584 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/708a1008815ded53cdde5f84165369ddb19ba923
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In Developmental and Educational Psychology
In Education
In Social Psychology
Citations in the corpus
- Student Engagement Predictions in an e-Learning System and Their Impact on Student Course Assessment Scores (2018, background): “According to prior research, student retention can also be improved by improving the level of student interaction in the course [30, 84, 85].”
- Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses (2014, background): “However, on the other hand, the results of this research were contrary to some of the prior studies where learner-learner interaction or learner-instructor interaction was found to be the most important predictor in distance learning environments (Battalio, 2007; Bolliger & Martindale, 2004; Jung et”