Engaging Learners’ Peer-Interaction in Open and Distance Learning (ODL) Environment

Advancements in technology have revolutionized teaching methods and transformed learning experiences. An innovative approach to enriching classroom interactions is the adoption of online class participation (OCP) in the Open and Distance Learning (ODL) environment. This study aims to explore the impact of assessment-based OCP on learners' assignment performance across four undergraduate quantitative business courses at Open University Malaysia (OUM). The research compared the mean assignment marks of learners, with each assignment comprising two components: Part I, a written assignment, and Part II, the OCP component. Descriptive statistics were employed to analyse the data, calculating the mean assignment marks for each semester over seven semesters. The findings revealed a generally positive effect on learners' average marks across the observed semesters when assessment-based OCP was integrated as one of the assignment components. This research offers insights into how assessment-based OCP can facilitate online class participation and peer interaction among ODL learners, thereby addressing the interaction gap inherent in online learning environments. It is important to acknowledge the limitations of this study. Firstly, the analysis was limited to four quantitative courses, and as such, the findings may not be applicable to courses of different disciplines due to their specific nature. Secondly, the comparison of learners' assignment performance (with assessment-based OCP) was based on data from only four semesters, which may restrict the generalisability of the results. Despite these limitations, the study provides valuable insights into the potential benefits of assessment-based OCP in enhancing the learning experiences of ODL learners and narrowing the interaction gap in online education.