Case Studies of Distance Students' Perceptions of Participation And Interaction In Three Asynchronous Web-based Conferencing Classes In The U.S

Abstract

To understand distance students’ perceptions of participation an interaction in 3 asynchronous web-based conferencing classes offered by Language Education Department at a large Midwestern University in the U.S., end-of-semester course evaluation and follow-up e-mail survey was analyzed for different components of classroom interaction. Findings suggested that students perceived no difference regarding quantity of feedback from peers or instructors in web-based courses face-to-face courses. They also tended to agree that they received more valuable feedback from both peers and instructors in web-based courses than in face-to-face courses. It was also reported that feedback was received more promptly from peers and instructors alike in web-based courses than in face-to-face courses. Limitations of the study were discussed and recommendations for teachers and researcher presented.