Designing Online Learning Environments via Mobile Technologies

Introduction

With the rise of technological advancements, online educational applications have become increasingly prevalent. It can be claimed that interaction plays a pivotal role in maximizing the benefits of online learning environments. In contrast to traditional face-to-face classrooms, where teachers can communicate their messages mostly through eye contact, body language and physical contact, online environments require alternative means of interaction (Coman et.al, 2020). In order not to get affected by the advantages that face-to-face environments provide but online learning contexts are mostly lacking, such as efficient interaction and the feeling of being real, online learning environments should focus on emphasizing interaction in the best possible way. Cronje and Van (2022) revealed that students appreciated the high level of interactivity within the learning environment via a Web 2.0 application. To mitigate the negative impacts of the insufficient interaction in online learning environments, it would be beneficial to prioritize and optimize interaction to the fullest extent possible for online learning environments. This is because developing relationships in the online classroom involves honing skills that enable teachers to utilize technology effectively for surveying students and engaging in communication to identify possible learning gaps or areas that require attention (Archambault et al., 2022).

The improvements of new communication technologies, particularly the internet, enabled people to connect with each other and provide support in fulfilling their learning needs. Yeung and Yau (2022) found students expressed the necessity for increased interactions with both peers and teachers in online learning. They expressed a desire for enhanced peer interactions, hoping for additional peer support to facilitate the completion of online learning tasks. This includes activities such as reminding each other of assignment deadlines and engaging in discussions about course content. By the same token, the utilization of interactive learning scenarios through virtual reality, augmented reality software, and other simulation software has the potential to enhance learners' creativity (Barari, et al., 2022). By incorporating these technologies into teaching, learners are provided with immersive experiences that foster creativity and imaginative thinking. Learning itself is considered to be a social activity and the emergence of social learning approaches led to the use of new terms. Since the process in learning is not passive, but rather an active and interactive one, promoting a sense of community and fostering positive learning outcomes are crucial for students (Loh & Ang, 2020). The spread of various approaches regarding educational goals has contributed to the development of the concept and practice of learning communities. According to (Lenning, et al., 2023) learning community is a purposefully created community that aims to promote and maximize the individual and collective learning of its members. It involves continuous interaction, interplay, and collaboration among its members as they work towards specific shared learning objectives. As a result, learning communities have evolved into what are now known as “online learning communities” and active interaction among students is related to their satisfaction in online learning environments.

According to West and Williams (2017), there are four defining characteristics of learning communities, including online learning communities, which are access. relationships and vision. A learning community can be defined as a group of individuals with common objectives who recognize and confront common issues in a shared space and participate in collaborative activities to reach their set objectives. Hence, developing a sense of classroom community holds significant importance in promoting course satisfaction and addressing feelings of disconnectedness, particularly in online courses (Parrish, et al., 2023). Through this collaborative approach, individuals are able to acquire new information and skills. When these exercises and communication take place online, the learning community is referred to as an online learning community. Mansour (2020) posited that the forming of an online community is necessary in establishing a fruitful online learning milieu.