Learning Space: Assessment of Prescribed Activities of Online Learners

If many are still skeptical about the contribution of virtual environments in the learning process, others are still debating on the significant differences between traditional and online education. In other words, information and communication technologies are yet to be viewed as the indispensable pedagogical and learning tool, enabling meta-cognitive development and autonomous learning. Virtual environments as well as learning strategies are implemented in order to guide online learners in achieving their objectives. However, it was found that there is a lack of cognitive interactions. Therefore, this research's aim is to assess the gaps between the desired learning type of interactions and the actual learning activities of the learners. As methodology, a questionnaire was designed to identify synchronous interactions, done both individually and in teams. The participants in the survey are eighteen online learners, enrolled in a completely online master's course in France. With the help of activity theory the existing system is assessed and most of the learners claim that they go through the prescribed learning activities. The type of interactions obtained after compilation of the questionnaire refers to learner-tools, learner-content, tutor-learner as well as learner- learners interactions. Considering the shortcomings, improved processes are proposed which promote quality interactions among actors.