Although eLearning programs are able to overcome the geographical constraints that arise in the conventional class, they also create uncertainty amongst the learners about the quality and frequency of the interaction they enjoy (Borup, West & Graham, 2012). In distance learning, feedback is categorized into feedback among the learner towards the content, the trainer/educator towards the learner, and finally, the learners (Chou, Peng & Chang; 2010). Regular interaction among the teachers, the students, and the content is a vital factor in achieving learning objectives (Wei, Peng & Chou, 2014).
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