Online Learning in Higher Education: a review of research on interactions among teachers and students

Online learning has become a widespread method for providing education at the graduate and undergraduate level. Although it is an extension of distance learning, the medium requires new modes of presentation and interaction. The purpose of this article is to provide an overview of the existing literature in communications, distance education, educational technology, and other education-related fields, to articulate what is currently known about online teaching and learning, how the field has been conceptualized in the various research communities, and what might be useful areas for future research. The review indicates that, although there has been extensive work to conceptualize and understand the social interactions and constructs entailed by online education, there has been little work that connects these concepts to subject-specific interactions and learning. That is, the literature provides insights into social aspects of online teaching and learning such as the development of community, the social roles of teachers and students, and the creation of online presence. The review recommends future research into how these social, personal, and interpersonal aspects relate to subject matter learning, the impact of differences in subject matter, and how students learn online.