Interaction is essential to effective learning. Because of separation of instructor and learners either by time or space, interaction is more critical to the success of distance learning.

 

Moore (1989) outlined a basic framework for interaction: learner-content interaction, learner-learner interaction, and learner-instructor interaction. Learner-content interaction refers to the interaction between the learner and the content being studied. Learner-instructor interaction refers to interaction in which the instructor seeks to stimulate interest, motivate students, answer questions, guide, and dialogue with the learner. Learner-learner interaction refers to the interaction among students.

 

Interactions have both benefits and limitations but can lead to increased learner satisfaction when used well. Interactions have great impact on learner motivation and success. Research has shown that learner-instructor interaction is perceived as being most highly valued by students (Fredericksen, Pickett, Shea, Pelz, & Swan, 2000). Interactions can also focus the attention of students and promote reflections. However, meaningful interaction with other learners and the instructor takes time. Because of time demands, learner-learner and learner-instructor interactions do not scale well. The learner-content interaction can be also costly to develop in terms of time and technology.

 

Despite all the benefits of interactions, course developers should consider whether the level of interaction is reasonable compared to a traditional classroom program. If a topic does not seem to be a good in-class discussion, it seems unreasonable to expect the topic to be highly interactive online. Sometimes, the design of a course reflects an unreasonable expectation regarding the time students have to engage. 

 

Some potential strategies for managing interaction in distance education are listed below as a reference for course developers (Palloff & Pratt, 1999; & Davidson-Shivers & Rasmussen, 2006):

Learner-Content

Learner-Learner

Learner-Instructor

Learner-Management

·         Include text and audio-based presentations.

·         Clearly organize content.

·         Use advance organizers.

·         Use embedded learning strategies such as highlighting, outlining, and questioning.

·         Use hyperlinked table of contents.

·         Provide rich, relevant examples.

 

 

 

 

·         Assign group projects.

·         Require peer feedback.

·         Establish study buddies.

·         Require sharing or reflecting on content in threaded discussions.

·         Use icebreakers early in the class.

·         Encourage social interaction in and out of class.

·         Email notes to individuals or entire class.

·         Use chat rooms as virtual office hours.

·         Use chat rooms for focused class discussions.

·         Distribute agenda or questions prior to chat.

·         Have mentors available for assistance.

·         Summarize threaded discussions.

·         Use journals to monitor student progress.

·         Use grade books.

·         Notify learners when assignments are due.

·         Notify learners when scoring is completed.

·         Post files for grading and distribute to individuals.

·         Have central point of access for course announcements, information, and due dates.