Participant interaction in a course delivered by interactive compressed video technology

Abstract

Fully interactive learning environments have been demonstrated to increase student satisfaction, learning, and retention in the educational environment. Using Moore's (1989) framework for interaction in distance education settings, this study investigated participant interactions in a course delivered to five sites by interactive compressed video (ICV) technology. The purpose of this study was two‐fold—to determine the extent to which participants took advantage of opportunities for interaction and to note their perceived barriers to interaction. The participants failed to take full advantage of the opportunities for interaction provided in the course context. Seven barriers to interaction, which focused on ICV technology limitations and student situational and dispositional characteristics, were identified. Implications for practice and future research are discussed at the conclusion of the study.