Understanding Learner Interaction and Engagement in K–12 Online Learning: Complementary Frameworks and Future Directions

Citation

Borup, J., Archambault, L., Woo, L. & Graham, C.R. (2026). Understanding Learner Interaction and Engagement in K–12 Online Learning: Complementary Frameworks and Future Directions. Journal of Online Learning Research, 12(1), 45-72. https://www.learntechlib.org/primary/p/2128782/.

Abstract

Learner interaction and engagement are widely seen by educators and researchers as a critical element of effective K-12 online learning. However, researchers have often examined these constructs inconsistently and without clear conceptual definitions. While additional research is needed on learner interaction and engagement in K-12 online environments, future research should build on insights from the existing research using frameworks to guide their efforts. This article reviews existing research and major frameworks and highlights how they can be used to guide future research. We then share how four frameworks--Educational Interactions, Community of Inquiry, PICRAT, and Academic Communities of Engagement--are distinct but complementary for examining interactions and engagement in K-12 environments. We then end by discussing the tensions between efficiency and effectiveness, the need for research examining interaction and engagement’s impact beyond cognitive outcomes, and the future role of generative artificial intelligence in making K-12 online learning more interactive and engaging.

Authors

• Archambault, Leanna M
• Borup, Jered
• Graham, Charles R
• Woo, Lauren

Reference Type

Journal

Keywords

• Interaction
• K-12 online learning
• Student engagement