The Impact of Online Interaction on College Students’ Perceived Deeper Learning

Abstract

This study focuses on the intrinsic relationship between the online interaction and college students’ perceived deeper learning. Taking the online course “Information Technology Foundation” as an example, the course based on the four-dimensional interaction framework of “teacher-student, student-student, student-content, and student-platform interactions” was implemented for one semester. The questionnaire survey revealed that the college students’ deeper learning perception had significantly improved, and all four dimensions of online interaction had significant impact on the perceived deeper learning. These findings indicate that the improvement of online learning quality should not be limited to merely digitizing the content, but rather should involve the establishment of a multi-dimensional interactive learning ecosystem. This provides significant insights for optimizing the instructional design and practical innovation of online courses in higher education.