Exploring the Influence of Learner-To-Learner Interaction in Online Learning

Siti Farahin Binti Kamaruddin, Nadia Zalikha Binti Saifullizam, Azyan Zafyrah Binti Mohd Zahid, Noorashiekin Binti Khalid and Mazni Binti Mat Zin
Additional contact information
Siti Farahin Binti Kamaruddin: Fakulti Kejuruteraan Awam, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang
Nadia Zalikha Binti Saifullizam: Fakulti Kejuruteraan Awam, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang
Azyan Zafyrah Binti Mohd Zahid: Fakulti Kejuruteraan Awam, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang
Noorashiekin Binti Khalid: Fakulti Kejuruteraan Awam, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang
Mazni Binti Mat Zin: Fakulti Kejuruteraan Awam, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 9, 659-671

Abstract: The rise of online learning in higher education has intensified attention on the role of interaction in shaping student engagement and learning outcomes. Learner-to-learner interaction, has been recognized for its potential to enhance motivation, build community, and support deeper learning, yet its implementation often remains inconsistent. This study investigates how peer interaction contributes to online learning and how it relates to learner-to-instructor and learner-to-content engagement. The study employed a quantitative survey design, using a validated four-section instrument adapted from [1] covering demographics and the three interaction domains. A total of 94 undergraduate engineering students from a public university participated in the survey. Findings reveal that students value working with familiar peers and are more motivated to complete tasks when peer accountability is present. Strong positive correlations were found among all interaction types, suggesting that learner-to-learner engagement is closely linked to increased interaction with instructors and content. These results support the integration of well-designed peer collaboration into online course design and emphasize the importance of fostering multidirectional engagement to create inclusive, student-centered digital learning environments.

Date: 2025
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... -issue-9/659-671.pdf (application/pdf)
https://rsisinternational.org/journals/ijriss/arti ... -in-online-learning/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:9:y:2025:issue-9:p:659-671

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().