Interaction, learner styles, and content in online courses: implications for teacher preparation

Abstract

Educators and learners at all levels are increasingly likely to find their classes going online for at least part of the time. although good teaching exhibits some consistent characteristics regardless of environment, learning and teaching is different in online environments and educators need to be prepared to design and implement classes appropriately. this paper reports on research into online learners’ preferences for interaction and considers the implications of the findings for preparing educators to work more effectively in online environments.