Abstract

This study investigated how distance education students in a rural university understand interaction in online learning. The nature and extent of student interaction in virtual learning spaces is a significant determinant of the effectiveness of online learning. The study was based on the Community of Inquiry framework and followed a mixed-method research approach using a concurrent triangulation design. Data was collected from a stratified random sample of 361 distance education students using a structured questionnaire and six focus group discussions with forty students. The collected data was analyzed using SPSS for quantitative data and thematic content analysis for qualitative data. The study found that students generally understood interaction in online learning concerning collaboration, communication with course instructors and fellow students, working in communities, exchanging information, and sharing resources. However, they did not view interaction as one’s ability to use technological devices, navigate the Learning Management System (LMS), access online content, and participate in online learning. Based on the findings, the study makes recommendations for improving the effectiveness of online learning by improving student interaction.