Looking at the effects of learner-learner interactions in online undergraduate courses

In their study, Kurucay & Inan (2017) look at learning and satisfaction in online undergraduate courses, which has seen exponential growth in courses offered and students registered globally but has also seen an increase in dropout rates due to student dissatisfaction. Specifically, they look at the effects of learner-learner interaction. Their findings indicate that learner-learner interaction in activities is related to higher achievement and perceptions of online learning increased.

In addition, Kurucay & Inan’s (2017) study highlights some of the challenges of innovation in the form of online courses. Though the idea of online courses when first launched was innovative, providing a problem solution for students who couldn’t study face-to-face, which is related to my own working definition of innovation, the challenges faced are influenced by the feeling of the learners themselves. My working definition for innovation would benefit from adding innovation also requires amendments, or further innovation as time progresses to meet modern needs and challenges. Also, the effects of learner-learner interaction and provides an example of one of the many different forms that both teaching and learning can take.

Furthermore, as a one-on-one online English teacher on iTalki, it has made me reconsider my own views on offering learner-learner interactions. By connecting my individual students, it would offer them another opportunity for additional English-speaking practice, but it is important that specific guidelines are given, and instructions should make sure every member participates equally (Kurucay & Inan, 2017). 

Though this study acknowledges the need for additional research in design and implementation of learner-learner activities, it also brings about the following questions:

Are the effects of learner-learner interactions on satisfaction and learning common in various universities across the world?

Do culture and multi-culturalism play a part in the online learning experiences and the feelings felt by online students?

Kurucay, M. M., & Inan, F. F. (2017). Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course. Computers & Education, 115, 20-37. https://www-sciencedirect-com.proxy.queensu.ca/science/article/pii/S036013151730146X