A Comparative Content Analysis of Student Interaction in Synchronous and Asynchronous Learning Networks

Interaction plays an important role to the success of distance learning. As most distance learning environments utilize mainly asynchronous ComputerMediated Communication (CMC) systems, interaction research that focuses on synchronous CMC is largely ignored. This study scrutinize the patterns of learnerlearner interaction in a distance-learning environment. Student interactions in synchronous and asynchronous CMC systems were both compared. Results of the research suggest that constructivist-based instructional activities, such as student-moderated discussion and small group cooperative learning, are conducive to interaction. Overall, a higher percentage of socialemotional interactions occurred in synchronous mode than occur in asynchronous mode. Students spent more time in task-oriented interaction in asynchronous discussions than in synchronous mode. In moderating online seminars, student moderators that followed the guideline of Student-Centered Discussions (SCD) could encourage full participation of online seminar. Recommendations on the design of instructional activities and interactive interfaces were also made for the improvement of distance-learning environments.