| چکیده انگلیسی مقاله |
Introduction: Interaction is not limited to face-to-face relationships between the teacher and students in the classroom, but also occurs between the teacher and students through technology in an online environment. And it is one of the most important components of any learning experience. The idea of learning without interaction is meaningless, and this element plays a fundamental role in the effectiveness and success of today's blended learning systems. In past studies, the effect of interaction on online learning has been less discussed, and there is scattered empirical research that shows how online interactions should be used to improve meaningful and effective learning. Therefore, the purpose of the current research is to identify the types of interaction in the online learning environment and what effects the interaction will have and how it can be effective in the online curriculum. The questions of the current research include the following:
What are the indicators of online interaction? What are the effects of interaction in the online learning environment? And what factors contribute to the effectiveness of interaction in the online curriculum?
Method: The paradigm of the current research is qualitative, and among the different qualitative research approaches, research synthesis was used to present the types of interaction, effects and effectiveness factors of interaction in the online curriculum, which is a special form of review research. Research synthesis is used to describe the approaches of combining, aggregating, integrating and synthesizing primary research. The inclusion criteria for experimental research include valid Persian and English articles from 2005 to 2021, and the exclusion criteria include invalid articles before 2005. The target population of this research is literature in the field of learning, online curriculum and texts related to e-learning, and the sample size for related literature is to the extent that the researcher can reach the answers to the research questions based on the input and output criteria in the research synthesis method. 41 studies were selected for the final synthesis.
Discussion and conclusion: The data analysis shows that there are multiple interactions between the learner, the instructor, the content, the technology, and the support. All of these interactions are connected by a web of relationships and are all part of a larger system and are considered central to a successful learning experience by actively engaging students in online learning. Changes in each of these elements affect other elements and levels of interaction. The effects of interaction include processing ideas and consciously answering questions and problems, creating deep and well-reasoned discussions, scientific focus, creating a sense of belonging, providing an impersonal experience, creating goals, shared values and a sense of trust, less time pressure, reducing isolation and fear. , broad participation of learners, closing the communication gap, the possibility of creating new knowledge, providing a continuous learning experience and motivation for continuous improvement, strengthening critical thinking, better academic performance, participation in active learning and the effectiveness of interaction is achieved by factors such as immediate feedback, simultaneity or frequency of interaction, non-personal interaction, the nature of discussion questions, reducing factors for the response level of learners, learning community, characteristics of learners, teachers' facilitation.
After analyzing the data for validation by using the fuzzy Delphi method, questions with the number of indicators were prepared and given to 32 experts in two rounds. To express the importance of each index, linguistic variables were used based on the Likert scale and converted into triangular fuzzy numbers. Then, the fuzzy average of the scores was obtained and converted into a definite number. Based on this, the difference between the average of the first and second rounds of fuzzy Delphi is less than 0.1, which shows the consensus of experts about the criteria and indicators of interaction. The framework of this study can help policy makers, planners and practitioners in the field of education to use the types of interaction presented in this review in the online curriculum. Also, use interaction effectiveness factors to improve and enhance learning and the potential abilities of diverse learners. It is recommended that for an effective learning, the context for multiple interactions is provided and the learning results obtained from the interaction, the relationship between the learners' understanding of interactive performance and the frequency of their use of multiple interactions are examined.
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