Applying the interaction equivalency theorem to online courses in a large organization

Brenda Cecilia Padilla Rodriguez, Alejandro Armellini

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Finding effective ways of designing online courses is a priority for corporate organizations. The interaction equivalency theorem states that meaningful learning can be achieved as long as courses are designed with at least a high level of one of three types of interactions (learner-content, learner-teacher or learner-learner). This study aimed to establish whether the interaction equivalency theorem applies to online learning in the corporate sector. The research was conducted in a large Mexican commercial organization, and involved 147 learners (sales supervisors), 30 teachers (sales managers and directors) and 3 academic assistants (course designers, or Education support staff). Three courses of an existing Leadership Program (Situational Leadership, Empowering Beliefs and Effective Performance) were redesigned and developed to test three course designs, each emphasizing a different type of interaction (learner-content, learner-teacher or learner-learner). Data were collected through surveys (for diagnostic and evaluation purposes) and exams. All courses yielded high levels of effectiveness, in terms of satisfaction, learning, perceived readiness for knowledge transfer and return on expectations. This suggests that the interaction equivalency theorem not only applies in a business setting but might also include other indicators of course effectiveness, such as satisfaction, learning transfer and return on expectations. Further research is needed to explore the possible expansion of the theorem.
Original languageEnglish
Article number2
Pages (from-to)51-66
Number of pages16
JournalJournal of Interactive Online Learning
Volume13
Issue number2
Publication statusPublished - 1 Nov 2014

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organization
interaction
scientific associate
learning
sales
teacher
leadership
knowledge transfer
director
diagnostic
manager
staff
evaluation
performance
education

Keywords

  • Adult learning
  • interactive learning
  • online interactions
  • corporate e-learning
  • course effectiveness
  • online learning
  • training
  • interactions
  • online

Cite this

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title = "Applying the interaction equivalency theorem to online courses in a large organization",
abstract = "Finding effective ways of designing online courses is a priority for corporate organizations. The interaction equivalency theorem states that meaningful learning can be achieved as long as courses are designed with at least a high level of one of three types of interactions (learner-content, learner-teacher or learner-learner). This study aimed to establish whether the interaction equivalency theorem applies to online learning in the corporate sector. The research was conducted in a large Mexican commercial organization, and involved 147 learners (sales supervisors), 30 teachers (sales managers and directors) and 3 academic assistants (course designers, or Education support staff). Three courses of an existing Leadership Program (Situational Leadership, Empowering Beliefs and Effective Performance) were redesigned and developed to test three course designs, each emphasizing a different type of interaction (learner-content, learner-teacher or learner-learner). Data were collected through surveys (for diagnostic and evaluation purposes) and exams. All courses yielded high levels of effectiveness, in terms of satisfaction, learning, perceived readiness for knowledge transfer and return on expectations. This suggests that the interaction equivalency theorem not only applies in a business setting but might also include other indicators of course effectiveness, such as satisfaction, learning transfer and return on expectations. Further research is needed to explore the possible expansion of the theorem.",
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Applying the interaction equivalency theorem to online courses in a large organization. / Padilla Rodriguez, Brenda Cecilia; Armellini, Alejandro.

In: Journal of Interactive Online Learning, Vol. 13, No. 2, 2, 01.11.2014, p. 51-66.

Research output: Contribution to journalArticleResearchpeer-review

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