Impact of interactivity on learning outcome in online learning settings: Ordinal logit model

Abstract

The study aimed to investigate the relationship between content, teaching, and LMS platform, and student achievement in online classes. To accomplish this, the study drew upon the transactional distance theory and the community of inquiry framework. Using log data from the LMS platform, the study analyzed the impact of student-faculty interaction, student-content interaction, and student-systems interaction on learning outcomes. The sample consisted of online classes offered in the Department of International Marketing at B University in Korea during the spring semester of 2022. The study specifically targeted classes with 40 or more students to ensure an adequate sample size. The researchers used parallelism tests to confirm the validity of the research model, followed by a goodness of fit test with an ordinal Logit model. The results indicated that all three factors of interaction (content, teaching, and platform) had a significant positive effect on learning outcomes, while student-Zoom interaction did not. The interaction between learners and content was found to be the most important predictor of learning achievement, suggesting that student engagement with course materials plays a crucial role in their academic success. The study’s findings have important implications for educators who are interested in improving online teaching and learning. The study recommends expanding the empirical analysis of the research model from the existing structural equation or multiple regression model to the ordinal logit model to provide a more comprehensive understanding of the impact of these factors on student achievement. Overall, the study highlights the importance of considering the complex interaction between content, teaching, and platform in designing and delivering effective online courses that promote student engagement and achievement.