An Analysis of Learners' Attitudes toward Online Interaction in a Web-based Course

Abstract

The purpose of this study was to measure learners’
attitudes toward online interaction in a Web-based course. By
measuring learners’ attitudes, the study attempts to find
whether online interaction promotes learning among learners.
In view of that, the study focuses on the variables of gender,
age, Grade-Point Average (GPA), years of experience with the
Internet, and frequency of accessing the Web-based course.
The study surveyed 440 students who were enrolled in an
accounting Web-based course offered by the Department of
Accounting at the Hashemite University. Students were taught
in a flexible mode of instruction. A Likert-type instrument was
designed to collect information about learner’s attitudes
toward online interaction in the Web-based course. In
addition to descriptive analyses, a five-way ANOVA was
conducted to answer the research questions in this study. The
findings of the study indicated that overall students positively
perceived that online interaction in the Web-based course
promoted learning. Gender, age, GPA, and years of
experience with the Internet were not significant factors.
However, there were significant differences among levels of
learners’ frequency of accessing the Web-based course in
regard to their attitudes toward online interaction. In general,
learners who had accessed the Web-based course more
frequently indicated significantly higher positive attitudes
toward online interaction. In light of these findings, this study
recommends that students enrolled in Web-based courses need
to be encouraged to engage in all means of online interaction
available in these courses in order to promote their
learning.(