An instructor's viewpoint: incorporating interaction in web-based training

Summers, Julie
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The purpose of this study was to identify the role an instructor's pedagogical philosophy has on the development of online courses. Of specific interest was the inclusion of interaction, as interaction is generally perceived to influence the learning experience. The development and maintenance of an online course is a substantial task. Institutions take different approaches to providing support for the development of online courses. This study also explored how the level of institutional support impacted the instructor's design process.;Educational research has endorsed the benefits of using interaction in face-to-face and web-based settings. Results from this study indicated that the instructor's pedagogical philosophy influences the types of interaction included in a web-based class. The institution also impacts the instructor's decision to include interaction. The institution's support of course site development, the institution's objective for offering web-based courses, and the overall institutional mission statement influences the amount of interaction included.;Past research has focused on the outcomes of interaction in a web-based setting rather than the factors that influence inclusion of interaction. Consistent with past research, this study concluded that course design can be a laborious process. Among the recommendations is providing instructors with knowledge about different types of interaction that can be integrated into a web-based course and suggestions for technologically supporting the interaction design. Instructors and institutions share in the responsibility of creating web-based classes that have aspects of sound educational practice.

Educational leadership and policy studies, Education (Educational leadership), Educational leadership