ISSN: 2222-6990
Open access
During the COVID-19 pandemic, the traditional learning system embraced at an accelerated pace the e-learning and m-learning platforms, significantly transforming the educational sphere. Understanding the factors that contribute to creating an effective digital learning environment has become crucial. Despite this shift, the adoption of these methods faces challenges, particularly due to a lack of comprehensive scientific research. Specifically, the role of interactivity in shaping the learning outcomes remains insufficiently explored in the existing literature. This gap underscores the need for further investigation into how interactive elements impact both teaching and learning in digital context. Additionally, the sense of belonging to a study community is an important factor that can enhance the overall e-learning experience. This study aims to address these issues by examining the impact of interactivity and community belonging on student engagement and performance in e-learning. It seeks to contribute valuable insights to the field of education and inform best practices for effective e-learning environments.
Ahoto, A. T., Mbaye, M. B., and Anyigbah, E. (2022). The impacts of learner-instructor interaction, learner-learner interaction, learner-content interaction, internet self-efficacy, and self-regulated learning on satisfaction of online education of African medical students. Open Access Library Journal, 9(9).
Alzahrani, M., and Mehdipour, Y. (2020). The impact of collaborative learning on students’ learning outcomes in online learning environments. Journal of Asian Development Studies, 13(1).
Amiti, F. (2020). Synchronous and asynchronous e-learning. European Journal of Open Education and E-Learning Studies, 5(2).
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., and Huang, B. (2004). How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature. Review of Educational Research, 74(3), 379-439.
Chen, N.-S., Ko, H.-C., and Lin, T. (2020). A review of online learning effectiveness: Comparisons between asynchronous and synchronous settings. Educational Technology and Society, 23(2).
Dailey-Hebert, A. (2018). Maximizing interactivity in online learning: Moving beyond discussion boards. Journal of Educators Online, 15
Deci, E. L., and Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Fabriz, S., Mendzheritskaya, J., and Stehle, S. (2021). Impact of synchronous and asynchronous settings of online teaching and learning in higher education on students’ learning experience during COVID-19. Frontiers in Psychology, 12.
Freeman, T. M., Anderman, L. H., and Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75(3), 203-220.
Garrison, D. R., Anderson, T., and Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87-105.
Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning. Educause Quarterly, 31(4), 51-55
Hrastinski, S. (2019). What Do We Mean by “Interaction” in Online Learning?. In The Cambridge Handbook of the Learning Sciences (pp. 424-436). Cambridge University Press.
Ipinnaiye, O., and Risquez, A. (2024). Exploring adaptive learning, learner-content interaction, and student performance in undergraduate economics classes. Computers and Education, 215, 105047
Jaggars, S. S., and Bailey, T. R. (2010). Effectiveness of fully online courses for college students: Response to a Department of Education meta-analysis. Community College Research Center, Columbia University.
Keaton, W., and Gilbert, A. (2020). Successful online learning: What does learner interaction with peers, instructors, and parents look like? Journal of Online Learning Research, 6(2), 129–154.
Leem, B.-H. (2023). Impact of interactivity on learning outcome in online learning settings: Ordinal logit model. International Journal of Engineering Business Management, 15.
Mehri Shahabadi, M., and Uplane, M. (2015). Synchronous and asynchronous e-learning styles and academic performance of e-learners. Procedia - Social and Behavioral Sciences, 176, 129–138.
Mohammad, N. M., Nica M., Kraus, D., Levere, K. M., and Okner, R. (2024). Student experience using synchronous and asynchronous instruction in mathematics classes. Pedagogical Research, 9(2).
Murphy, E., and Rodríguez-Manzanares, M. A. (2011). Teachers’ perspectives on motivation in high-school distance education. Journal of Distance Education, 25(1)
Nariman, D. (2020). Impact of the interactive e-learning instructions on effectiveness of a programming course. Complex, Intelligent and Software Intensive Systems, 1194, 588–597.
Rodriguez-Ardura, I., and Meseguer-Artola, A. (2016). E-Learning Continuance: The Impact of Interactivity and the Mediating Role of Imagery, Presence, and Flow. Information and Management, 53(4), 504-516.
Rodríguez-Ardura, I., and Meseguer-Artola, A. (2016). E-learning continuance: The impact of interactivity and the mediating role of imagery, presence, and flow. Information and Management, 53(4), 504-516
Rovai, A. P. (2002). Building a Sense of Community at a Distance. International Review of Research in Open and Distributed Learning, 3(1).
Sangrà, A., Vlachopoulos, D., and Cabrera, N. (2012). Building an inclusive definition of e-learning: An approach to the conceptual framework. The International Review of Research in Open and Distributed Learning, 13(2), 145–159.
Sheridan, K., and Kelly, M. A. (2010). The indicators of instructor presence that are important to students in online courses. Journal of Online Learning and Teaching, 6(4), 767.
Smith, M., and Haverkamp, B. E. (2014). Collaborative learning: A critical factor in online education. Journal of Distance Education, 29(1), 23-34.
Swan, K. (2003). Learning effectiveness: What the research tells us. In J. Bourne and J. C. Moore (Eds.), Elements of Quality Online Education. Sloan Consortium.
Walther, J. B., Boote, J. L., and Torkzadeh, G. (2015). The Role of Social Presence in Online Learning. Journal of Computer-Mediated Communication, 20(3), 275–291.
Zhu, M., Bonk, C. J., and Doo, M. Y. (2020). Engagement in online learning: A review of student engagement and strategies to enhance it. Educational Psychology Review, 32(1), 23-45
Ciobanu, R.-C., & Zaharia, A. V. (2024). Interactivity and Sense of Community-Fundamental Parts of the E-Learning Environment. International Journal of Academic Research in Business and Social Sciences, 14(9), 1885–1893.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode