Significance of online interaction
Online interaction enables active construction of knowledge where students contribute with thoughts and ideas through interaction between peers or in a group. Working online in a group is effective in helping develop problem-solving skills, sharing and challenging peer’s ideas (Jonassen, 2000). Furthermore, Koh and Hill (2009) state that online collaboration is beneficial to student learning while Balaji and Chakrabarti (2010) confirm that an online interaction provides more opportunities for students to “reflect upon their thinking and experience the discourse with other students and instructor” (p.22).
An online discussion provides an equal opportunity to all participants to share their thoughts and ideas at a time that is convenient. Unlike face to face interactions, online asynchronous interaction allows students to become a reflective practitioner and justify their posts supported with evidence based research (Thomas & Storr, 2005). According to Green, Farchione, Hughes and Chan (2014), engagement in asynchronous online discussion helps the student to achieve desired learning outcomes and is a helpful learning experience (Jin,2005). Provides an equal opportunity to all participants to share their thoughts and ideas at a time that is convenient.
Unlike face to face interactions, online asynchronous interaction allows students to become a reflective practitioner and justify their posts supported with evidence based research (Thomas & Storr, 2005). According to Green et al. (2014), engagement in asynchronous online discussion helps the student to achieve desired learning outcomes and is a helpful learning experience (Jin, 2005).
An online discussion provides an equal opportunity to all participants to share their thoughts and ideas at a time that is convenient. Unlike face to face interactions, online asynchronous interaction allows students to become a reflective practitioner and justify their posts supported with evidence based research (Thomas & Storr, 2005). According to Green, Farchione, Hughes and Chan (2014), engagement in asynchronous online discussion helps the student to achieve desired learning outcomes and is a helpful learning experience (Jin,2005). Provides an equal opportunity to all participants to share their thoughts and ideas at a time that is convenient.
Unlike face to face interactions, online asynchronous interaction allows students to become a reflective practitioner and justify their posts supported with evidence based research (Thomas & Storr, 2005). According to Green et al. (2014), engagement in asynchronous online discussion helps the student to achieve desired learning outcomes and is a helpful learning experience (Jin, 2005).