Instructor-student interaction in online higher education: Comparing synchronous, asynchronous, and blended interaction at Can Tho University

Abstract

This study examines the current state of instructor-student interaction in online learning at Can Tho University, a public comprehensive university in southern Vietnam, with a focus on three forms of interaction: synchronous interaction, asynchronous interaction, and blended interaction. The study adopts a quantitative, cross-sectional, descriptive-comparative survey design. Data were collected from 636 students and 57 instructors with prior experience in online or blended teaching and learning at Can Tho University. The analytical methods employed include descriptive statistics, independent-samples t-tests, one-way analysis of variance (ANOVA), and multiple linear regression analysis. Descriptive statistics were reported for both groups, whereas all inferential analyses were conducted using the student sample. The findings indicate that the level of interaction in online learning ranges from moderate to relatively high, with synchronous and blended interactions being evaluated more positively than asynchronous interaction. Gender does not result in statistically significant differences in interaction levels; however, academic performance and familiarity with online learning have significant effects on all three forms of interaction. Regression analysis further reveals that only synchronous interaction shows a statistically significant association with students’ academic performance. This study provides empirical evidence within the context of Vietnamese higher education and offers practical implications for improving the effectiveness of online teaching and learning organisation.