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Distance learning is commonplace in higher education, with increasing numbers of students enjoying the flexibility e-learning provides. Keeping students connected with peers and instructors has been a challenge with e-learning, but as technology has advanced, the methods by which educators keep students engaged, synchronously and asynchronously, also have improved. This literature review presents support for both types of interaction; however, findings indicate educators must consider time constraints, technological ability, and motivation for students to interact in the online setting. Recommendations for implementing both synchronous and asynchronous interactions are made, including technological considerations. Finally, suggestions for research in distance learning are presented for consideration.
INTRODUCTION
Distance learning is no longer the exception in higher education. Students now take their classes with them on their iPads, mobile phones, and other electronic devices. Instead of being required to sit in a classroom for hours at a time, many students take distance courses because of work and social schedules and prefer the flexibility of engaging in their educational experiences in settings of their preference. A major concern of distance learning is the lack of face-to-face student-student interaction and student-instructor interaction, which has led researchers to seek effective ways to keep students engaged in the distance learning environment (Jones, Morales, & Knezek, 2005; Stein, Wanstreet, Calvin, Overtoom, & Wheaton, 2005). Factors related to engagement are students' connections to their peers and instructors, student motivation, and course outcomes, such as grades (Griffiths & Graham, 2010; Rockinson-Szapkiw & Wendt, 2015; Strang, 2013).
Asynchronous interaction has been the traditional method for engaging students in their distance education courses, but as technology has evolved, synchronous media have become an increasing focus for engagement in online courses. This literature review was created to present the argument for both types of interaction, including the role both asynchronous and synchronous interactions play in how connected students feel in the online environment; how interactions affect learning, grades, and satisfaction in the online environment; and if student motivation drives the type of interaction in the online environment. Recommendations for implementing both types of interactions are made, including technological considerations. Finally, suggestions for future research in distance learning are presented for consideration.
METHODOLOGY
Articles for this literature review were retrieved from Midwestern State University's Moffett Library Databases: Academic...