Factors influencing interaction in an online course

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Abstract
This study examines the nature of interaction in an online course from both teacher and student perspectives. Major components of a conceptual framework to identify interaction were identified. Data analysis suggested that the structure of the course, class size, feedback, and prior experience with computer‐mediated communication all influenced interaction. Results of the study reconceptualize interaction as a theoretical construct and emphasize the importance of socially constructed meanings from the participants’ perspectives.