The Web-based learning literature supports the assumption that interaction is important for a successful online course, while questions remain about its nature, extent, and effects on performance.¶

Claim · All claims
Evidence · 1 study · associational r? · q1
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The research literature on Web-based learning supports the assumption that interaction is important for a successful course, yet questions exist about the nature and extent of interaction and its effects on student performance. → Picciano 2002

Evidence¶

Picciano 2002¶

Picciano, A. G. (2002). Beyond Student Perceptions: Issues of Interaction, Presence, and Performance in an Online Course. Online Learning, 6(1). https://doi.org/10.24059/olj.v6i1.1870

q1 · i? · associational · r?

The article's framing statement about the state of the research literature: it reports that the literature "supports the assumption that interaction is important for a successful course" while open questions remain. No effect sizes or studies are quantified in the available text.

"The research literature on Web-based learning supports the assumption that interaction is important for a successful course, yet questions exist regarding the nature and extent of the interaction and its effects on student performance."

Discussion¶

Related Claims¶

• Online college courses are a rapidly expanding feature of higher education, with little prior research on their relative effects — related
• No research yet addresses the three-way interaction of learner aptitudes, characteristics of the target forms, and practice modalities — related
• Coaching is more effective when it is job-embedded with frequent face-to-face interaction between coach and teacher — related