Increasing Student Interaction Online: A Review of the Literature in Teacher Education Programs

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Ravenna, G., Foster, C. & Bishop, C. (2012). Increasing Student Interaction Online: A Review of the Literature in Teacher Education Programs. Journal of Technology and Teacher Education, 20(2), 177-203. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/35342.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 20, Issue 2, April 2012
Society for Information Technology & Teacher Education  Chesapeake, VA

More Information on JTATE

Authors

Georgianna Ravenna, Chris Foster, Carolyn Bishop, California State Universtiy Fullerton, United States

Abstract

Abstract Online education is one of the fastest growing trends in the use of technology. This study examined the role of student interaction in an online environment and implications for course development and online instruction. In a review of seminal articles in the area of pre-service teacher education courses, two research questions were addressed: (1) what are the most effective strategies to increase interaction among pre-service teachers; and (2) do teacher education courses/programs favor one form of interaction over another? In this study, interaction is described in three ways: in relation to content; in relation to the instructor; and in relation to other learners. The body of research points to student interaction as an essential component of online learning, and the increase in the level of interactivity directly correlates with a higher the level of student satisfaction and performance (Dunnington, 2006).

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