TABLE 1 Highest Levels of Interactive... | Emerald Publishing

TABLE 1

Highest Levels of Interactive Qualities in a Distance Course in the Rubric for Assessing Interactive Qualities in Distance Courses (RAIQ)

Element in the RAIQ	Description
1. Social/rapport-building designs for interaction	In addition to providing for exchanges of personal information and encouraging studentstudent and instructor-student interaction, the instructor provides ongoing course structures designed to promote social rapport among students and instructor.
2. Instructional designs for interaction	In addition to the requiring students to communicate with the instructor, instructional activities require students to develop products by working together cooperatively (e.g., in pairs or small groups) and share results and feedback with other groups in the class.
3. Interactivity of technology resources	In addition to technologies to allow two-way exchanges of text information, visual technologies such as two-way video or videoconferencing technologies allow synchronous voice & visual communications between instructor and students and among students.
4. Evidence of learner engagement	By end of course, all or nearly all students (90-100%) are both replying to and initiating messages, both when required and voluntarily; messages are detailed, responsive to topics, and are well-developed communications.
5. Evidence of instructor engagement	Instructor responds to all student queries; responses are always prompt, that is, within 24 hours; feedback always offers detailed analysis of student work and suggestions for improvement, along with additional hints and information to supplement learning.

Element in the RAIQ	Description
1. Social/rapport-building designs for interaction	In addition to providing for exchanges of personal information and encouraging studentstudent and instructor-student interaction, the instructor provides ongoing course structures designed to promote social rapport among students and instructor.
2. Instructional designs for interaction	In addition to the requiring students to communicate with the instructor, instructional activities require students to develop products by working together cooperatively (e.g., in pairs or small groups) and share results and feedback with other groups in the class.
3. Interactivity of technology resources	In addition to technologies to allow two-way exchanges of text information, visual technologies such as two-way video or videoconferencing technologies allow synchronous voice & visual communications between instructor and students and among students.
4. Evidence of learner engagement	By end of course, all or nearly all students (90-100%) are both replying to and initiating messages, both when required and voluntarily; messages are detailed, responsive to topics, and are well-developed communications.
5. Evidence of instructor engagement	Instructor responds to all student queries; responses are always prompt, that is, within 24 hours; feedback always offers detailed analysis of student work and suggestions for improvement, along with additional hints and information to supplement learning.

Source:Roblyer and Wiencke (2004). Copyright 2004 by M. D. Roblyer. Adapted with permission.