Instructional interactions and online course effectiveness at a large Mexican organisation

• Main Author: Padilla Rodriguez, Brenda Cecilia
• Other Authors: Armellini, Alejandro; Edirisingha, Palitha; Conole, Grainne
• Published: University of Leicester 2014
• Subjects: 371.39
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.617648

This research focused on the relationship between online interactions and course effectiveness in a corporate setting. The research questions were: How do learners interact with the content, the teacher and other learners in online courses? How effective are online courses characterised by high levels of different types of interactions? Which online course design (i.e., emphasising learner-content, learner-teacher or learner-learner interactions) results in the highest levels of effectiveness? The research was conducted in a large Mexican organisation, involving 163 students, 30 teachers and 3 academic assistants. Three versions of an online course were designed, each emphasising a single type of interaction, delivered online, thoroughly evaluated and compared. The researcher used a mixed-methods approach, combining quantitative and qualitative data. She collected data through surveys, server logs, think aloud protocols, interviews, messages in discussion forums, exams, observations, sales records and a focus group. Thematic analysis was used across all sources of qualitative data. Results showed that course design does not dictate the type of interactions that students use. In corporate settings, an online course can be effective in terms of satisfaction, learning, knowledge transfer, business results and return on expectations, as long as one of three types of interaction (learner-content, learner-teacher or learner-learner) features prominently in the design, and delivery is consistent with the chosen type of interaction. The main contributions to knowledge of this thesis are: an in-depth understanding of interactions in the design and delivery of online courses in a large organisation; a comprehensive evaluation of online course effectiveness; the expansion of the interaction equivalency theorem; and how the above contributions can add value for learners and make online programmes a powerful lever for organisational change. Conclusions may be valuable for academics and practitioners interested in corporate e-learning. This study also provides evidence-based recommendations for online learning in organisations.