One of the major challenges facing distance learning educators is to create an optimum course content that attracts learners and enhances their engagement. To this end, whether course content is highly structured or not is one of the contributing factors that impact learners’ interaction with the learning material (Chadwick and Ralston, 2010). A comparative study between a structured and a less-structured course at the post graduate (masters) level were used for this study. This study looks into Oliver and McLoughlin’s 5-dimensions of learners’ learning interaction, in both a well-structured course and a less-structured course. The finding of this study shows that learners are less participative in a well structured course content compared to weak structured course content. Further exploration by the analysis of the five dimensions of the learners’ interaction in the learning management system (LMS) concluded that in the less-structured course content, learners tend to be high in procedural activities such as administrative issues.
Material type
Electronic
Notes
Paper presented at the 1st International Conference on Active Learning (2012; Universiti Teknikal Malaysia, Melaka, Malaysia)
Online learner interaction: comparative study on structured and less structured course content in learning management system
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Online Learner Interaction
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