Dennen et al.

(2007) defines online course interactivity as the

interaction needed for the class. There are two classifications of online

course interactivity: formal interactivity refers to student-student, student-

instructor, and student-content; informal interactivity consists of

interactions made outside of the classroom referred to as “student

collective”. The student-collective is intended to define the myriad of

resources not typically available during a formal interactivity.

Researchers suggest that student satisfaction may be reliant on the

interactivity in online courses. Student learning and satisfaction is

compromised with the occurrence of negative student interactivity. A

significant factor for the development of both the quality of learning and

the motivation to study is a sense of community and social presence

(Salmi, 2013).

According to new research by Hilliard et al. (2020), it is shown

that anxiety can manifest from the interaction within online classes. Self-

perceived issues such as being publicly judged, misinterpreted, public

speaking, unanswered messages, being a disappointment, and exhibiting

overdependence to others are all factors that cause anxiety during online

learning. Challenges may arise in collaborative projects due to students

having different expectations, capabilities, and working styles which

could cause intense emotional problems such as anxiety.