Abstract—The existence and survival of virtual learning
groups (VLGs) depends upon the satisfaction, learning,
and retention of their students. This paper reviews literature
that offers strategies for effective teaching and learning in VLGs,
focusing on major theoretical perspectives about interactivity. It
identifies gaps, shortfalls, and conflicts in extant research on
virtual education and suggests next steps scholars should take to
make literature and research in this area more robust.
Index Terms—Education technology, interactivity, virtual
learning, virtual learning groups.
J. C. Ng is with the Wee Kim Wee School of Communication and
Information, Nanyang Technological University, Singapore (e-mail:
sng036@e.ntu.edu.sg).
Cite: Jessica Cara Ng, "Interactivity in Virtual Learning Groups: Theories, Strategies, and the State of Literature," International Journal of Information and Education Technology vol. 7, no. 1, pp. 46-52, 2017.