Online Interaction Techniques Used at a Rural-Based University: Implications for Online Pedagogy

Abstract

Online learning is often associated with student isolation, loneliness, and lack of adequate opportunities for interaction. This study, part of a more extensive study on online interaction, sought to establish from the distance education students' point of view the common techniques employed to promote online interaction. The Community of Inquiry (CoI) developed by Garrison, Anderson, and Archer (2001) informed the study. The study used a post-positivist research paradigm and followed a mixed-method research approach and a concurrent triangulation design. A stratified random sample of 361 students was used to collect quantitative data using a highly structured questionnaire. Qualitative data were collected from four focus groups. Quantitative data were analysed by SPSS using descriptive statistics. Thematic content analysis was used to analyse qualitative data. The two data sets were merged at the interpretation stage. Ethical issues such as study approval, ethical clearance, and informed consent were addressed. The study found that common and uncommon online interaction techniques were used. In instances where techniques were commonly used, it was indicative of the pedagogical abilities of the course instructors. On the contrary, where techniques were uncommon, it pointed out existing pedagogical deficiencies. The study concludes that online pedagogies that promote interaction and achieve higher-order learning outcomes should be built into online course design and implementation.