by Rebecca A. Croxton, JOLT
Enrollment in online courses is rapidly increasing and attrition rates remain high. This paper presents a literature review addressing the role of interactivity in student satisfaction and persistence in online learning. Empirical literature was reviewed through the lens of Bandura’s social cognitive theory, Anderson’s interaction equivalency theorem, and Tinto’s social integration theory. Findings suggest that interactivity is an important component of satisfaction and persistence for online learners, and that preferences for types of online interactivity vary according to type of learner. Student–instructor interaction was also noted to be a primary variable in online student satisfaction and persistence.
http://jolt.merlot.org/vol10no2/croxton_0614.pdf
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