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Fifteen graduate students from a state university participated, using commission meeting reports, focus groups, semi-structured interviews, observation forms, emails, video recordings, researchers’ diaries, and system logs. Content analysis identified key influences: instructional methods, notifications, technical issues, and individual factors for peer interaction; feedback, teaching approaches, and communication channels for instructor interaction; and technical problems, time constraints, and system usability for content interaction. Open-access assignments, star-based scoring, and mobile/instructor notifications improved interaction, with minimal technical issues and strong usability strengthening learner-content engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/asynchronous-interaction-in-an-online-course-examining-dynamics-from-the-action-research-perspective/591970/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/asynchronous-interaction-in-an-online-course-examining-dynamics-from-the-action-research-perspective/591970.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the action research study examine about asynchronous interaction?","Question",{"text":112,"@type":113},"It investigates determinants of asynchronous interaction among students, between students and instructors, and with course content in an online learning environment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected and analyzed in the study?",{"text":117,"@type":113},"Data collection used multiple instruments including focus groups, semi-structured interviews, observation forms, emails, video recordings, researchers’ diaries, and system log records. Content analysis was used to analyze the data.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors were found to influence learner-learner interaction?",{"text":121,"@type":113},"Instructional method, notifications, technical issues, and individual problems were identified as influential factors for peer-to-peer interaction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591970,1792121756,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Asynchronous Interaction in An Online Course: Examining Dynamics from the  \nAction Research Perspective  \nEbubekir Kaba, Engin Kurşun, Alper Aslan, Yiğit Emrah Turgut  \nAbstract: This action research aims to investigate the determinants of asynchronous interaction among students, interaction between students and instructors, and interaction with course content in an online learning environment. The study involves fifteen graduate students from a state university as participants. The research employed multiple data collection instruments, including commission meeting reports, focus-group sessions, semi-structured interviews, observation forms, emails, video recordings, researchers’ diaries, and system log records. The content analysis method was employed for data analysis. The findings revealed that in learner-learner interaction, instructional method , notifications, technical issues, and individual problems exert discernible effects. For learner-instructor interaction, feedback, instructional methods, and the utilization of diverse communication channels were identified as influential factors. Moreover, technical problems , time constraints, and system usability emerged as key elements shaping learner-content interaction. Notably, learners' personal preferences, encompassing attitudes toward the online course and time management, manifested both positive and negative effects across all interaction types. The study has concluded that assignments with open access , star-based scoring, and mobile notifications enhance learner-learner interaction. Instant feedback from instructors and notifications initiated by instructors enhances learner-instructor interaction. Overall, optimal system usability and minimal technical issues contribute substantively to augmenting learner-content interaction.  \nKeywords: asynchronous interaction, learner-learner interaction, learner-instructor interaction, learner-content interaction, distance education  \nHighlights  \nWhat is already known about this topic:  \n• In the existing literature, it is noted that asynchronous interactions often result in limited and brief discussion periods. However, research in this area is scarce .  \n• Additionally, it has been stated that material usage, group size, and information density can influence asynchronous interaction.  \nWhat this paper contributes:  \n• In this study, factors influencing asynchronous interaction have been examined through action research.  \n• Providing assignments with open access tasks to everyone, sending mobile application notifications, rating with stars, and commenting on tasks have been shown to enhance asynchronous interaction.  \nImplications for theory, practice and/or policy:  \n• The instructional method, notifications, technical issues, and individual factors have been noted to affect student-student interaction.  \n• Moreover, feedback, instructional methods, and communication channels influence studentteacher interaction, while technical issues, time constraints, and system usability impact student-content interaction.  \nIntroduction  \nDistance education is an education model in which technological facilities such as computer, video and audio are used and two-way communication is provided to bring together students and teachers indifferent environments and to carry the course content (Keegan, 1996) . Bates (2005) characterizes distance education as an instructional paradigm that employs technological instruments to establish bidirectional communication, thereby converging students and educators in disparate locales for the conveyance of curricular material. Distance education has many advantages such as time and place independence, lifelong learning, and being able to provide education to large audiences easily. Distance education has become almost the only way for millions of students to continue their education, especially during the COVID-19 epidemic that has affected the whole world (Lall & Singh, 2020; Sun, Tang & Zuo, 2020) .","cbCaij2STSQg6pPI","https://ap.wps.com/l/cbCaij2STSQg6pPI","pdf",566762,"English","# Highlights\n## What is already known about this topic\n## What this paper contributes\n## Implications for theory, practice and/or policy\n# Introduction","[{\"question\":\"What does the action research study examine about asynchronous interaction?\",\"answer\":\"It investigates determinants of asynchronous interaction among students, between students and instructors, and with course content in an online learning environment.\"},{\"question\":\"How were data collected and analyzed in the study?\",\"answer\":\"Data collection used multiple instruments including focus groups, semi-structured interviews, observation forms, emails, video recordings, researchers’ diaries, and system log records. Content analysis was used to analyze the data.\"},{\"question\":\"Which factors were found to influence learner-learner interaction?\",\"answer\":\"Instructional method, notifications, technical issues, and individual problems were identified as influential factors for peer-to-peer interaction.\"}]","Asynchronous Interaction in An Online Course - Examining Dynamics from the Action Research Perspective | PDF",1792073580]