Instructor Interaction in the Online Higher Educational Community

The ability for instructors to interact is a crucial variable of learning and is associated with numerous academic goals: student success, retention, persistence, attrition, and engagement [1–3]. However, creating interactions that are meaningful in an exclusively online learning environment can be more challenging and require diverse applications of interaction from an instructor [4]. In addition, the goals within this learning context are suggested to be supported through diverse means of meeting students where they are and supporting their needs as they move through their academic career [5]. Instructor interactions (also called engagement and interactivity in some research) have been suggested as “positively influence[ing] retention and student satisfaction in online programs” [3]. In addition, the importance of successful interactions is supported by several learning theories including, but not limited to, social cognitive theory, constructivist theory (e.g., experiential learning), media richness theory, sociocultural theory, sociocultural theory of cognitive development, social information processing theory, and the theory of transactional distance [6–13]. In a 2022 case study conducted by Rosser-Majors and team, findings suggested that evolved and rich interactions produced significant improvement in student success rates and course drop rates [3].

There are numerous types of online interactions; however, this article will focus on two of these interactions/interactivities: instructor-to-content and instructor-to-student.

Instructor-to-Content Interactions

Instructors who create online courses make decisions that will guide students [1, 3, 14]. Interaction with the content, according to the constructivist theory, can be paramount to supporting the additional interactions needed after a course begins to encourage an effective and satisfying course for learners. Instructors interact by applying best practices that incorporate interactional elements and clear expectations that will help engage the learner [15]. In addition, these expectations can encourage increased interactivity within the course by the students. The following are strategies that can foster interactivity:

• Ensuring the course content is well-organized and easy to navigate [16]
• Providing clear instructions, deadlines, and expectations for assignments and activities (e.g., specifying key questions that students can address in their dialogue with peers) [3, 16]
• Creating fun challenges (e.g., crossword puzzles and word clouds) and interactive activities [17]
• Monitoring students’ cognitive capacity related to the content/activities [18]
• Crafting collaborative and group work assignments (e.g., jigsaw technique and break-out groups)
• Developing engaging multimedia elements
• Constructing inquiry-based learning (IBL) real-world application opportunities [19]
• Producing meaningful simulations [19]
• Incorporation of instructional scaffolding strategies [20]

The instructor’s ability to interact with the content during the development stage is foundational to the success of an online course and its learners [15].

Research associated with student outcomes also suggests the importance of instructor-content interactivity. Mayer suggests that content, in itself, does not promote learning [21]. Rather, it is the instructor’s interaction with the content and how it is presented within the learning environment that supports successful learning. Graaf et al. suggest that the use of IBL strategies, such as real-world scenarios, can lower the challenges faced by a lack of previous knowledge [19]. Al Mamun and Lawrie found that inexperienced and experienced (self-reported) students in the usage of online simulations did not significantly differ in their engagement with simulations and feedback interactive activities that included clear instructional guidance [20]. The importance of instructor-content interaction is foundational to student success in the online learning environment [12].

Instructor-to-Student Interactions

“[C]ourses that include ample opportunity for interaction with instructors are preferable to those with limited or no interaction, and that interaction with instructors is an important factor in online learning” [14]. However, determining the effectiveness of interactions is essential [22]. The media richness theory suggests that “richness” pertains to the ability of the interaction to advance understanding [8]. Face-to-face meetings and use of verbal communications are considered to have higher levels of richness than that of written media, such as written discussion dialogue and assignment feedback within an online course. However, within the confines of a primarily asynchronous online course, each type of online interaction becomes important as they support the overall success and satisfaction of the learning environment. Effective and diverse instructor interactivity at all stages of an online course can support this necessity for richness.

Assignment Feedback

Van der Kleij and colleagues state that “[f]eedback is viewed as one of the most powerful means to increase student learning” [23]. Interactive engagement in written assignments or presentations is most effective when it provides concise, specific, and supportive individualized feedback, encouraging students to take an active role in their scholarly development [2]. However, in the online context, instructors must consider how learners perceive feedback, especially when not using video, which can be a “rich” option. This consideration is often overlooked. Research indicates that evidence-based instructional practices (EBIPs) can be influenced by an instructor’s own experiences and their ability to receive and apply feedback [3]. This unconscious bias may lead to assumptions about how students interpret communications, including feedback. Additionally, the tone of instructor feedback can either build or break a trusting environment that promotes successful interactions [3]. Let’s look at a couple of examples.

Interactional feedback #1:

Student,

The following needs to be corrected by next week and resubmitted. Reach out if you have questions.

• Elaborate on psychodynamic theory as what you state is not correct.
• You are attributing everything to personality. Reread Ch. 3 in your text for a better understanding.

Interactional feedback #2:

Student,

You have a good start analyzing the content in this assignment; however, I’d like to help you dig deeper for a clearer understanding as we progress in the course. Let’s connect during my Zoom office hours to discuss your current submission and explore it more critically. Please review the two main areas I want to assist you with:

• Psychodynamic theory—a Freudian psychoanalytic theory that is not universally accepted and applicable to modern personality psychology. Let’s talk more about its limited empirical support and the controversies surrounding the theory.
• Personality traits and how they can be influenced by situational factors, social norms, and other psychological processes like motivation or cognition.

I look forward to discussing with you. Also, check out the following helpful resources that can help support a deeper understanding of the above content areas before we meet.

• [list of resources]

If you have questions beforehand, please reach out to me at [email protected].

While the differences between feedback types may seem clear upon comparison, it’s common to encounter interactional feedback #1 in online classrooms. This type of feedback might not effectively motivate students to deepen their learning and can contribute to feelings of isolation. Although instructors may save time by providing interactional feedback #1, this approach can lead to further complications, requiring additional effort to reengage students and address their follow-up questions and frustrations. Essentially, proactive and effective interactions at the outset can reduce the need for later interventions to support student success.

Discussion Forums

Discussion forums enable students to engage with peers and instructors on specific content, though identifying effective interactions can be challenging for instructors. Setting clear expectations helps learners understand desired behaviors and the value of the activity. For example, saying, “I look forward to your reply to my question,” signals that a response is expected. Instructors should also model the tone and level of critical thinking they want from learners [24]. While some students recognize exceptional examples, others may overlook their importance. Effective strategies include the following:

• Model expected responses in reply posts.
• Stay engaged by regularly monitoring the forum and contributing to the dialogue.
• Encourage frequent participation from all students.
• Guide students with thought-provoking questions or by suggesting areas for deeper exploration.
• Acknowledge students for thoughtful, thorough contributions.
• Use an encouraging tone to create a safe space for learning.
• Include supportive media that aid understanding and motivation.
• Show appreciation by responding when students engage with your feedback, clarifying as needed.

While this list doesn't cover all possible strategies, a key factor in effective online discussion forum interactions is ensuring your actions are meaningful and valuable. Successful interaction requires influencing the learner in some way.

Emails

Emails are an important tool for effective interaction with students online. Have you ever received a lengthy email with a request at the beginning, only to answer that question and skip the rest? Instructors are busy, but this can lead to more follow-up emails if the full message isn't addressed. Additionally, do we always consider tone when we’re pressed for time? Tone is essential in online communication, as discussed [3, 24, 25]. Here are some best practices for email interactions with learners:

• Maintain a professional and supportive tone.
• Clearly identify what is being addressed and its value.
• Share specific resources that the learner can easily access.
• Offer additional assistance and encourage questions to clarify.
• Suggest a face-to-face meeting to support a richer interaction.
• Reply timely so that the student knows the request is important to you.
• Avoid extensive wordiness that could potentially confuse or dilute the information.
• Don’t take a sender’s frustration personally. Pause and ask questions.

Interacting digitally can take some adjustment, but doing it effectively creates a more positive experience for everyone. Spending a little extra time initially can significantly reduce time spent later on tasks like grading low-quality papers.

Face-to-Face Interactions

Face-to-face interactions have evolved significantly in the online classroom. While this trend was growing, the COVID-19 era accelerated the need for skills in collaboration, sharing, and growth in live video settings [6]. However, not all learners have the same level of experience, and some may feel uncomfortable or anxious [7]. There are ways to reduce this discomfort and instead support those who may struggle in both group and individual sessions.

• Provide clear instructions for participants about how to prepare to meet.
• Offer numerous ways to participate (e.g., non-verbal cues like using the thumbs up and emoji features, chat messaging, polls, and breakout rooms).
• Normalize mistakes made when using the platform by others.
• Model vulnerability and expectations.
• Offer praise for those who engage.
• Set up a waiting room during virtual office hours so that students’ privacy is respected.

In the online platform, the diversity of students, including their needs, experiences, and goals, is copious, but by purposefully interacting in a way that creates psychological safety to grow, discover, critically think, and enjoy the experience, productive face-to-face interactions are possible, but only through effective interactivity initiated and supported by the instructor.

Trust Building Interactions

Building trust and a perception of a supportive community in the online learning context is essential for encouraging stronger student-to-instructor and instructor-to-student interactions [1, 3]. According to the Community of Inquiry (CoI) framework, there are numerous strategies to support these types of interactions.

• Sharing a personal bio
• Projecting oneself as a real person
  • This can be accomplished by posting a picture of one’s family in the classroom, sharing stories, including humor and motivational quotes, or by creating a video to welcome students to the classroom [1, 3].
• Personalizing posts
  • “Hi, Nicki…Please let me know if I can assist. ~Dr. Manning”

Building community and trust is an additional variable of interaction that can support students’ satisfaction and success.

Conclusion

Effective instructor online interactions take commitment. Much research has explored the necessity of effective instructor interactions in online higher education settings, supporting the significance. In addition, these scholarly findings continue to advance as technology progresses. Digital interactivity abilities are not stagnant. Effective instructor interactivity is ever-evolving, purposeful, and meaningful. By purposefully attending to the instructor-to-content and instructor-to-student interactions in a way that encourages increased student engagement, effective instructor online interactions are suggested to be one of the most important strategies in the online learning context [26].

References

About the Author

Dr. Michelle L. Rosser-Majors is an experienced educator, academic leader, and researcher currently serving as a professor in the Global College of Professional Advancement at the University of Arizona Global Campus (UAGC). With more than two decades of experience in both secondary and higher education, Dr. Rosser-Majors has dedicated her career to advancing student success, faculty development, and innovative online learning practices.

At UAGC, Dr. Rosser-Majors also leads the doctoral psychology program, where she oversees curriculum development, mentors faculty, and supports a diverse student body. Her leadership extends beyond the classroom through her service on institutional committees such as the Curriculum Committee, Student Community Standards Committee, and the Library Advisory Committee. She also developed and led the university’s Instructor Presence Certification training, an initiative that has been instrumental in improving online teaching effectiveness, student engagement, and retention.