A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments

  • Yu-Chun Kuo Jackson State University
  • Andrew E. Walker Utah State University
  • Brian R. Belland Utah State University
  • Kerstin E. E. Schroder University of Alabama at Birmingham
  • Yu-Tung Kuo National Chiao Tung University
Keywords: learner-learner interaction, learner-instructor interaction, Internet self-efficacy, synchronous learning, satisfaction

Abstract

This paper reports research on the implementation of a web-based videoconferencing tool (Interwise) for synchronous learning sessions on an industrial technology course offered through a university in northern Taiwan. The participants included undergraduate students from the same course offered in two different semesters. We investigated students' perceptions of interactions with the instructor and fellow students, their confidence in utilizing the Internet (Internet self-efficacy), and the satisfaction level that students perceived throughout the learning process with Interwise. We also examined the effect of interactions and Internet self-efficacy on student satisfaction. Data collected through paper-based and online surveys were analyzed using correlation and multiple regression. The results revealed that overall, learners perceived Interwise as a tool that was moderately easy to use for synchronous learning. Learners seemed to prefer using the Interwise features, such as emotion icons, talk, or raise hand, to interact with their instructor. Learners had high confidence in gathering data or getting support through the Internet, but low confidence in resolving Internet related problems. Both learner-learner and learner-instructor interactions were significant predictors of student satisfaction, while Internet self-efficacy did not significantly contribute to satisfaction. Learner-instructor interaction was found to be the strongest predictor of student satisfaction.

Author Biographies

Yu-Chun Kuo, Jackson State University
Yu-Chun Kuo is an Assistant Professor at Jackson State University. Her research interests include problem-based learning, online interaction, and applications of self-efficacy and self-regulated learning in online settings.
Andrew E. Walker, Utah State University

Andrew Walker is an associate professor in the Department of Instructional Technology and Learning Sciences at Utah State University. His research interests include problem-based learning, collaborative information filtering, and teacher professional development among other things.

Brian R. Belland, Utah State University

Brian Belland is an assistant professor of instructional technology and learning sciences at Utah State University. His research interests center on the use of technology to scaffold middle school students’ development of higher-order thinking abilities.

Kerstin E. E. Schroder, University of Alabama at Birmingham

Kerstin Schroder is an associate professor in the Department of Health Behavior at University of Alabama at Birmingham. Her research focuses on computer-based assessment methods and technology-supported health behavior interventions. 

Yu-Tung Kuo, National Chiao Tung University

Yu-Tung Kuo is a doctoral student in the Institute of Computer Science and Engineering at National Chiao Tung University. Her research interests include image processing, computer vision, human-computer interaction, artificial intelligence and applications.

Published
2014-01-15
How to Cite
Kuo, Y.-C., Walker, A. E., Belland, B. R., Schroder, K. E. E., & Kuo, Y.-T. (2014). A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments. The International Review of Research in Open and Distributed Learning, 15(1). https://doi.org/10.19173/irrodl.v15i1.1664
Section
Research Articles