Sven Trenholm
The role and status of interactions (student-content, student-instructor and student-student) are considered foundational to current online learning theory (Anderson & Elloumi, 2008). This research investigates these interactions in fully asynchronous online mathematics courses taught in the US public higher education context. It reports on problems with human interactions in general and evidence for a de-emphasis on student-student interactions and an emphasis on computer-based student-content interactions. Findings are discussed in relation to current theory and prior research with concerns raised concerning the quality of associated learning. References Anderson, T., & Elloumi, F. (2008). The theory and practice of online learning. Alberta, Canada: AU Press.