The intent of this paper is to introduce readers to a "conceptual model that supports more involvement and interaction within on-line courses." The "On-Line Interaction Model," described in the section of the same name, posts four "levels" of interaction: asynchronous, semi-synchronous, synchronous, and community (the author doesn't actually provide names for these; I have drawn them from the text). The rest of the paper surveys and cites various references in the field to no apparent purpose.
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