Understanding Factors Influencing Distance Learners' Interaction Experiences

Abstract

The aim of this study was to examine the interaction of learners in a distance language class. Approximately 450 learners from a higher education institution in the Aegean Region of Turkey participated provided with their dialogic engagement experiences throughout the language courses within a survey research design. The theoretical background of the study is anchored in the Theory of Instructional Dialogue (TID) developed by Gorsky and Caspi. They presented a theoretical model to examine learners' activities/actions in terms of dialogical structure/patterns in a distance learning system. For data collection, "Tactical Approaches to Study" Questionnaire developed by Gorsky and Caspi was used. This study revealed substantial information on learners' demographics (course load, past distance learning experience, exam performance etc.), learning preferences and dialogical behaviors during the courses. The variables of the study are subjected to structural modeling to understand predictors of learners' interaction styles. The results of this study is expected to serve to instructional design by raising awareness about interaction in distance education.