Evaluation of Interaction in Online Courses in a College English Language Program

Abstract

In line with the increasing recognition in the importance of interaction in online courses, this study intends to evaluate interaction in online courses offered by English Language Institute. By adopting a formative and utilization-focused evaluation approach, the study examined diverse perspectives on interaction and the extent to which it occurs in an online course. The results revealed that interaction was hindered by varying amounts of student participation, despite efforts to enhance interaction in the curriculum itself. In the end, it suggests several ways to improve interaction between students and teachers in online ELI courses.