Online courses interaction: types and effects


It is no mystery that higher education is transforming. The University of Michigan, for example, has courses available online; you can take them in your free time and at your own pace. They have been so successful with this program that they are working on expanding their offerings. Students can complete their degrees faster and cheaper than ever before, and the possibilities are only getting bigger. As students get used to taking courses online, they find out that there are an increasing number of options that do not even require them to go to a physical campus. Some university programs offer every course online. It is possible to graduate from school without attending a lecture or meeting on campus! It makes sense for some people; it gives them the flexibility to move around for jobs or family obligations without being held back by their studies and lets them keep learning without interruption. And because these programs are so popular, more and more universities are offering these unique degrees, and the numbers are only going up. 

Distance education has been around for a long time, and online learning is just the newest manifestation. It is a great way to offer educational opportunities to people who would otherwise not have them or offer them educational opportunities to make them more flexible and convenient. At the public college level, maximum administrators currently view online course assistance as a critical tactical achievement factor for forming and responding to student requests. The conveying organization aids from online course offering since this tutoring module is not only reasonable to offer to attracted students. It can also be shaped and organized much more relaxed. For students, convenience to learning and particular distinctive training requirements is developed from the more premature boundary modelled by distance, and period is non-prevalent in online education. Blog post writing service and many other online resources help students in their online education and experiences. This article can read the effects and types of online courses available today.

Types and effects of online course interaction

For many years, instructional design plans for online education have considered three main sorts of interfaces: learner-tutor interface, student-content interface and student-student interface. As online courses become more interactive and employ a variety of rich media features, the potential to spur other types of interactions is significant. These other types of interactions are important because they can positively affect how engaged learners feel and their level of motivation and involvement in the course. Here are the types of online course interaction:

  • Learner-content interaction is a type where the students can communicate with the course content in several methods such as through activities, multimedia, projects, activities and more.
  • Learner-instructor interaction is the type which occurs in various structures through different interaction channels like through the creation of part taker’s profiles, office timings, feedback introductions on a bulletin board etc. moreover, the teacher communicates with each student and also as a team. Their interaction with the entire class is regular throughout the course, such as through generalized reviews on the assignments, course announcements, etc.
  • Student-to-student interaction allows the learners to communicate with the other students through games, discussions, presentations, peer evaluation, etc.
  • The learner community of practice interaction type is where the students are introduced to the relevant communities of practice. The course incorporates resources regarding the communities of practice, such as connections to relevant organizations. The students can communicate to the community of practice through the activities, simulations, guest lectures or speakers etc.

Effects of online course interaction

  • Enhanced emotional links: Students who feel connected to their teachers and peers are more invested in their courses and therefore tend to enjoy them more. It is especially true of online courses. While in-person courses may have a built-in community by default, purely online courses can face barriers in creating meaningful connections among cohorts. Interactive elements, such as video introductions from the teacher and meet-and-greet games for the community can help create a sense of community in your online class.
  • Better learning results: When your students are actively involved in a course, they become more interested and acquire new skills. Instead of just writing down notes or reading from a textbook, your students will be working with the material and thinking critically about how it relates to their lives. It is an exciting time in their lives, and they are eager to learn as much as they can. It makes them great candidates for learning differently from traditional classrooms. When teachers use these methods, students learn more in less time and enjoy doing it.
  • More involvement of learners: Interactive elements can be used to encourage higher-order thinking at a more profound level than passive education. By adding interactivity to your online classes, you will facilitate students’ thinking and energetically involve them in the learning process. Interactive elements come in many forms, including question-and-answer activities, discussion options, and collaboration tools.
  • More accessibility: While some students may easily understand a lesson written on the board, others may need the information in a different format. While some students might learn through auditory learning (listening to someone speak), others may need to see text to understand it. Interactive tools offer the opportunity to present the same content in multiple formats so that students with various learning techniques can benefit from the content being presented.


The debate over the value of communication in online courses remains to be a hot topic among investigators, professors and performing administration on the front track. For example, recent research on student persistence and success in online courses has focused on interaction by examining various factors, including course completion (Dellaert, DeRidder, & Koperski, 2011). This study seeks to identify the connection between online course interaction and course completion at one community college. By examining the association between online course interface and course fulfilment, this investigation will subsidise varied study methods that scrutinise how dissimilar characteristics of an educational program impact student achievement (Shulock & Stasson, 2012). It will also provide practical application to those charged with designing and delivering online courses. In addition to providing insight into how students complete their coursework in an online environment, this research might support instructional creators with in-depth and definite approaches for growing the frequency of the correct kinds of interaction to support reducing erosion rates presently experienced at nationwide level colleges.

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