Understanding interpersonal interaction...critique

Githens, R. (2007). Understanding interpersonal interaction in an online professional development course. Human Research Development Quarterly, 18(2), 253-274.
A Qualitative Analysis of Interpersonal Interaction in E-learning
Githen’s study explores the complexities of inclusion of interpersonal interactivity in online professional development. He provides excellent literary support to establish a need for this study. Githen identifies moderate constructivism as the theoretical lens through which he designs his study. Based on the work of Garrison and Anderson (2003), he uses the community of inquiry model to develop his framework for viewing interpersonal interactions and social presence in “Current Issues,” an online professional development program for people working in the rehabilitation and disabilities services field.
Githen uses a qualitative case study approach to explore interpersonal interactions in e-learning; however, he notes that a brief amount of quantitative data is included in his study. Githen uses triangulation to minimize misrepresentation of the members of the case study. He relies on observation and interpretation to develop narrative descriptions of the participants and the case study. A possible weakness of this study is related to timing. Githen does not begin his case study until six weeks after the actual course has been completed. He defends this late start by saying that participants are not affected by the presence of the researcher. Despite his acknowledgement of this problem, Githen does not discuss how this lack of actual observations of participants and facilitator interactions during the progression of the course may affect his understanding.
Githen provides an excellent, detailed description of the setting for his case study and also includes an outstanding portrayal of participants. The study focuses on a six-week noncredit course in Continuing Education Online, a federally funded program for rehabilitation and disabilities service providers. The course includes both synchronous and asynchronous activities. Githen describes five staff members by pseudonym and 10 course participants by pseudonym. His identification of issues evolves throughout the course of the study. Githen includes issues that emerge over the duration of the program, not as formalized questions to be answered, rather as embedded issues that evolve in the findings of the case. His discussion of methodology is well developed and includes a rich description of his data collection and analysis as occurring “simultaneously in order to allow for a more fluid and emergent inquiry” (Githen, 2007, p.258).
Githen conducts interviews with course facilitators and five participants. He also does an inductive analysis of online and written materials (including all course discussions and postings). His iterative process of reading, note-taking, compiling narratives, and identifying themes is appropriate in this case study. Although he discusses his coding scheme, Githen only states that he uses a “thematic coding process” (Githen, 2007, p. 258).
This study includes thick, rich details and would be fairly easy to replicate. Githen’s discussion highlights the emergent themes and issues of the study, as well as further areas of interest to pursue. In the conclusion, Githen states the limitations of the study. Using a reflexive approach of evaluating his role in the research, Githen indicates that his experience teaching and coordinating an online master’s degree program affects his thinking about online learning. He also includes another personal bias. He strongly believes in the inclusion of interpersonal interaction in e-learning. Githen also includes implications for practice and states that his findings are not applicable to all e-learning environments. However, he states that his findings can be used to help determine how and whether to include interpersonal interactions in the design of other web-based programs. This case study extends the existing body of research on social presence and interpersonal interaction and is beneficial to understanding the complexities of social presence and interpersonal interaction in e-learning. His report offers insights into other online courses that include interpersonal interactions for professional development.