Listening to the voices of students: The role of student-teacher interaction to course completion in on-line courses

Using qualitative methodologies that included interviews with 12 on-line writing students and examination of documents, this study examined the ways students and teachers interact in on-line courses from the perspective of the community college student who has successfully completed an on-line writing course. Interviews were also held with the instructors who taught the two on-line courses. A retention model based on academic and social integration served as the foundation for the conceptual framework for the study. Concepts related to responding to the learning needs of students including creating an environment where students feel comfortable in interactions with the instructor were also included in the conceptual framework. The research examined the content and timing of interactions that supported course completion. The guiding research question was from the perspective of the student, what interactions occur between a student and an instructor in an on-line course? Do the student-teacher interactions contribute to course completion? If so, what are the content and timing of the interactions that encourage course completion?; The findings of the study indicated that from the perspective of students in the study student-teacher interactions do contribute to course completion. The content of the interactions that assisted with course completion included conversations about the technology and the technology skills required for the course, and student-teacher interactions that allowed students to clarify assignments and discuss teacher feedback on graded assignments. Additionally, course completion is encouraged by student-teacher interactions that are individualized and that respond to the specific learning needs of each student. Moreover, student-teacher interactions that address the needs of students when they faced personal problems, including flexibility with upcoming assignments, created an environment supportive of course completion. Finally, student-teacher interactions about support services appropriate for each student contributed to course completion.; From the perspective of students in the study, especially helpful are those interactions that occurred before students begin assignments and those interactions that happened after instructors provided feedback on assignments. Responses to student questions delivered within a 24--48 hour period reassured students that their communications with the instructor were important and encouraged communication, thereby supporting course completion.; Interactions, where the instructors showed they respected and cared, and where the instructors shared who they were as individuals, assisted in creating an environment whereby the students said they felt comfortable in asking questions and discussing issues with the instructor; this type of environment supported course completion.