Attending to students' experiences and three interaction types is proposed as a route to more equitable online courses¶
Claim · All claims
Evidence · 1 study · theoreticalr?·q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? The author argues that instructors can create more equitable online courses by determining how students will interact with the content, the instructor, and other learners. → Beth Beschorner 2021
Evidence¶
Beth Beschorner 2021¶
Beth Beschorner. (2021). Revisiting Kuo and Belland’s exploratory study of undergraduate students’ perceptions of online learning: minority students in continuing education. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09900-3
q1 · i? · theoretical · r?
This is the author's own recommendation in a commentary article, offered as an implication of Kuo and Belland's findings rather than a tested result; no data or effect size is reported for the recommendation itself.
"instructors should attend to students’ experiences and determine how students will interact with the content, with the instructor, and with other learners"
Discussion¶
Related Claims¶
- Pedagogical challenges inherent in distance and online learning must be considered in instructional design and software development — related
- A meta-analysis quantitatively verified the importance of three types of interaction in distance and online learning: among students, between instructor and students, and between students and content — a broader claim this one bears on
- Online students value learner-to-instructor engagement strategies most among the three interaction categories — related
- In a survey of 236 blended-learning students, learners readily ranked teacher, student and content interaction, which the authors read as supporting both theses of the Interaction Equivalency Theorem — related
- Learner-instructor and learner-content engagement strategies are negatively associated with digital distraction in online courses — related
- Types of interaction correlated with African American students' success in an undergraduate online course, per Kuo and Belland's exploratory study as revisited here — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
equitable-online-courses-through-interaction-design |
title |
Attending to students' experiences and three interaction types is proposed as a route to more equitable online courses |
description |
Attending to students' experiences and three interaction types is proposed as a route to more equitable online courses |
status |
review |
evidence_strength |
weak |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — beth-beschorner-2021 |
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