In a time when online learning is quickly becoming an essential factor for successful education, there is a need to review existing research on the subject of online instruction and how students and instructors can thrive in this approach to education. In their journal, Creating interaction in online learning: a case study, authors Kevin J. Downing, Tszfung Lam, Theresa Kwong, Wookyung Downing & Suiwah Chan (2007) assessed various scenarios that would lead to the successful application of an online learning platform for the freshmen who had enrolled in a similar course at City University Hong Kong. The purpose of the study was centered around the use of a discussion board by first-year students over a period of a semester. The demographics of the study are intact and verify the authenticity of the findings and conclusions made by the researchers. This critical review leans toward an affirmative position when it comes to ‘creating interaction in online learning’ as stated in the title of the case study.

The research was conducted over a 17-week period and the findings were based on the interactivity of the online learning platform between first-year students, their instructors, and the use of the availed discussion board. The quantitative methodology of the research provides a solid basis for the readers to assess the findings by the researched. Given that the primary source of the quantitative information was taken over the period of their course study in one semester, it is not surprising that the result of how successful the students fared was centered on how well they initially built social connections among fellow students. This ultimately further develops into a cognitive success as reflected in the need to have a supportive learning environment that is fostered and facilitated by the instructor of the course. 

Key thought in regard to the success of an online learning platform is that independent study is assumed for all students. This relates to the fact that students are mature enough to navigate an online learning platform with minimal supervision and have the discipline to succeed in their learning efforts. This is true for students who thrive best in isolated learning spaces as compared to those who need in-person teacher and peer interaction in a physical classroom to thrive. The authors rightly cite Robertson and Klotz (2002) as evidence to support the fact that independent learning is a prerequisite for successful online instruction platforms and is evident in the ways the platforms are developed. In order to achieve the goal of a functional learning platform, more has to be done to reach students who are not typically dependent on in-person interactions when it comes to receiving educational instruction.

The authors further cite evidence from Vygotsky (1978) that suggests the need for social interactions and collaboration among students as a foundational tool that equips them to thrive when using the online discussion board. They noted that at the first phase of the study, the course instructor allowed for multiple group interactions through, introduction assignments, group discussions, and chats on the platform. This built a sense of community among the students and ultimately opened up the communication channels for interaction to continue. However, as the study gained momentum in the second phase, challenges of insecurity arose among the students when it came to sharing their projects and ideas within the groups. This indicates that the factor of content cannot be ignored when considering the success of an online learning environment. Having a clear map and course content that challenges students to excel academically is vital to the overall success of an online learning platform.

Overall, this case study provides insightful findings on a timely and relevant topic for today where online learning has globally become the new normal for most educational institutions. The relational and interactive aspect of in-person classroom learning might be lost as a vital component of pedagogical development, however, the solution lies in how this is reframed as indicated by the case study. Ultimately, the three factors that sum up the success of an online learning platform are online interpersonal interaction fostered through peer collaboration, teacher-student facilitation and support as well as quality educational content provided on a platform that is well used and understood.