Assessing the Relationship of Student-Instructor and Student-Student Interaction to Student Learning and Satisfaction in Web-Based Online Learning Environment

By A. Sher. 2009

409 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7810cfba73c549ffc94437375b9e6e8f84336af5

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Citations in the corpus

Online Education and Its Effective Practice: A Research Review (2016, background): “The student-content interaction refers to the way that students get information and course materials, which can be in the form of texts, videos, audios, computer programs, web resources, etc. (Sher, 2009).”
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement. (2016, background): “Finding that student–instructor and student– student interaction predicted online students’ perceived learning and course satisfaction in online learning environments, Sher (2009) asserted that most of the student–instructor and student–student interaction occurs through discussion.”
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).”
Online instruction, e-learning, and student satisfaction: A three year study (2014, background): “Sher (2009), in his study of the role such interactions play in student learning in a Web-based environment, found interaction between student and instructor and among students to be significant factors in student satisfaction and learning.”
Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19 (2021, background): “several research studies had been carried out on online learning to explore student satisfaction, acceptance of e-learning, distance learning success factors, and learning efficiency (Sher, 2009; Lee, 2014; Yen et al., 2018).”
Factors Affecting Perceived Learning, Satisfaction, and Quality in the Online MBA: A Structural Equation Modeling Approach (2015, background): “The importance of collaborative learning (with and from peers) through asynchronous online discussion forums is well documented (e.g., Hew & Cheung, 2003; Kuh, 2003; Nandi, Hamilton, & Harland, 2012; Sher, 2009).”