How to define, operationalize, and improve quality of online interpersonal interaction in higher education: a scoping review

Abstract

Online education is increasingly popular and frequently being used in higher education. However, the quality of online interpersonal interaction (QOII) remains one of its main concerns. While the need for implementing high-quality online interpersonal interaction is broadly acknowledged, there is no consensus on how to define, operationalize, or improve it. Therefore, we explored the higher education literature for definitions, operationalizations, and interventions regarding QOII. Our literature search resulted in 1408 studies, out of which 80 were included. Text selections were extracted and analyzed descriptively and qualitatively. We found three main clusters of definitions, several operationalizations, and five main clusters of interventions. Our study revealed that QOII can be defined as the degree to which participants perceive that they are building meaningful relationships and knowledge together. To improve QOII, students and teachers should be increasingly provided with guidelines and skills training. More research is needed on the effectiveness of such interventions.