Towards the Provision of Effective Interaction in Post Covid-19 E- Learning Contexts: Enhancing E-interactions on the LMS's Discussion Boards

The conceptualized effectiveness of asynchronous online discussions on learners' levels of interaction as a facet of delayed learning in learning management systems (LMSs) and as a supplement to face-to-face (FTF) classroom interaction is an integral part of the digital transformation of the te...

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Bibliographic Details
Published in2020 Sixth International Conference on e-Learning (econf) pp. 98 - 103
Main Author Aljahromi, Diana
Format Conference Proceeding
LanguageEnglish
Published IEEE 06.12.2020
Subjects
Context
COVID-19
Data collection
discussion boards
E-interactions
Education
Interviews
learning
learning management system
Message systems
quality education
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Summary:The conceptualized effectiveness of asynchronous online discussions on learners' levels of interaction as a facet of delayed learning in learning management systems (LMSs) and as a supplement to face-to-face (FTF) classroom interaction is an integral part of the digital transformation of the teaching and learning process especially during and after COVID-19, and a key indicator of the quality of instruction. The current study aims at investigating the effectiveness of facilitating two-construct e-interactions (teacher-student, student-student) using the asynchronous interaction tool supplied on the LMSs, namely discussion boards, from the perceptions of the key stakeholders: the instructors and the students. This study utilizes both qualitative and quantitative data collection methods to investigate the effectiveness of the instructional technique and mode that predominantly augment e-interactions. Data were collected using an online survey, content analysis of threads, and two focus-groups interviews. Analysis of data included using descriptive statistics, measures of central tendency, and t-tests using SPSS in addition to analysis of interviews. The significant findings of the study, the rationalized theoretical frameworks, and antecedent research outlined suggest key pedagogical implications that need to be considered by practitioners and educational decision-makers to ensure the implementation of effectual e-interactions in the enduring contexts of distance learning post COVID-19.
DOI:10.1109/econf51404.2020.9385502