Design and Use of a Rubric to Assess and Encourage Interactive Qualities in Distance Courses

Distance learning theory and research holds that interaction is an essential characteristic of successful distance learning courses. However, the lack of definition as to what constitutes observable, measurable interactive qualities in distance learning courses has prevented transfer from theory and...

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Bibliographic Details
Published in:The American journal of distance education 2003-06, Vol.17 (2), p.77-98
Main Authors: Roblyer, M. D., Wiencke, W. R.
Format: Article
Language:English
Subjects:
Course Evaluation
Distance Education
Educational Technology
Formative Evaluation
Instructional Design
Interaction
Learning Theories
Scoring Rubrics
Test Construction
Theory Practice Relationship
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Summary:Distance learning theory and research holds that interaction is an essential characteristic of successful distance learning courses. However, the lack of definition as to what constitutes observable, measurable interactive qualities in distance learning courses has prevented transfer from theory and research to design practices and has hindered research on ways to improve interactive qualities of courses. In this article the authors describe how findings from theory and research were used to develop a rubric for assessing interactive qualities in distance courses. The rubric is presented, along with data from formative uses of the instrument in distance learning courses. Current and anticipated applications of the rubric include use by students as part of postcourse evaluations and by researchers and instructors as a tool to allow more meaningful examination of the role of interaction in enhancing achievement and student satisfaction in distance learning courses.
ISSN:0892-3647
1538-9286
DOI:10.1207/S15389286AJDE1702_2