Active Study
Eastern University

Active Study While online programs have many strengths and offer the student accessibility to quality education they may not have had, there is a sever weakness inherent to on-line education and can pose a threat to the active online learner. One such threat against the active learner in a virtual classroom is the lack of social interaction with instructors and peers. Studies show that the interaction between the student/instructor/peers is the most consistent factor in influencing the student’s performance in the classroom. (Lan, 2015) Students in traditional classrooms are naturally able to ask direct face-to-face questions, participate in team activities and build social relationships. On-line interaction generally occurs through course discussion boards, chat rooms and e-mail. Unlike traditional students who receive timely feedback, some time passes between the initial post and the reply and subsequent, follow-up messages and replies. Wang and Newlin (2002) identified that overall this type of on-line communication is slow, limits the type the amount and depth of interaction, and removes feelings of connection. Margret Martyn (2005) performed a study on the learning styles and the correlation of success. A major finding in the study showed that on-line students scored lower on an exam than the face-to-face students. She compared this finding to the data she collected from a student perception survey. Analysis showed that the face-to-face students mean scores were higher on the quality perception survey questions. The comments from the on-line students indicated that they learned from their interactions with fellow students yet they felt that they failed to get to know their fellow students better thus leading to a lower quality score. Interaction with instructors and peers allows the active