Interaction is defined in computer mediated instruction is “reciprocal exchange between technology and the learner” (Gilbert and Moore, 1998).
Interaction enhances the learning experience. Distant Learning courses are more effective when they encourage all types of interactions and students’ involvement
As outlined in the article, Interactions are enhanced when the teaching environment encourages the following:
- Facilitate the social interaction between the students to encourage them to interact openly with each other. This increase collaboration.
- Encourage students to discuss course materials and share their reflections. Students can be asked to work on assignments in groups and to share the results of their work with each other.
- Encourage students to use communication technologies that support group educational activities among them and with the instructor. Computer proficiency is necessary.
All of these efforts and guidance by the instructor will be reflected in the learner’s attitude and willingness to use the technology to interact with other learners.
An element that enhances interaction is the degree of familiarity of the user with technology and the internet. Better knowledge of the internet reduces the students’ feeling of isolation and encourages the student to engage in group emails and group chat discussions that encourages interactions and collaborative learning. These interactions allow the students to share their thoughts and reflections about the materials they are studying.
Teachers should encourage periodic chat groups to increase the sense of closeness and camaraderie between learners that supports collaborative learning and enhances the development of learning communities.
There are four types of interactions:
- Learner-Learner
Is the activity that where sharing of thoughts and brainstorming between learners so as to develop a better understanding of the course material
2.Lerner-Content
The continuous availability of course content in the web allowed deeper students’ interface with the course content that allowed them to learn it at their own pace. Participation in on line discussions is considered as another form learner-content interaction.
3. Learner-Instructor
This is enhanced by timely feed back form the instructor to the students on their progress in the course and the timely guidance on discussions issues. This establishes the instructor presence in the minds of the learners and keeps the learners engaged with the class materials and with each other
4. Liner-Interface
Ease of usage of computer and communication devices as the interface to the other learners, instructors as well as the course content.
Effectiveness of distant learning is improved when the participation of students in online courses are increased. However, student participation is achieved when instructors provide their student the comfort and confidence to participate in online courses and yet not to overload them with information that will make them overwhelmed and then disengage (Virk, 2004).
Hanan.
Gilbert, L., & Moore, D. R. (1998). Building interactivity into web courses: Tools for social and instructional interaction. Educational Technology, 38(3), 29-35 http://www.westga.edu/~distance/roblyer32.html
Thurmond, V., & Wambach, K. (2004). Understanding interactions in distance education: International Journal of Instructional Technology and Distance Learning , 1( 1), Retrieved from http://www.itdl.org/journal/Jan_04/article02.htm doi: 1550-6908
Roblyer, M., & Ekhaml, L. (2000). How interactive are your distance courses? A rubric for assessing interaction in distance learning . Journal of distance learning administration, 3(2), Retrieved from http://www.westga.edu/~distance/roblyer32.html
Virk, B. (2004). A balancing act: improving student online discussion participation. International journal of instructional technology and distance learning , 1( 6), Retrieved from http://itdl.org/Journal/Jun_04/article08.htm doi: 1550-6908
Although you are reporting on distance learning here, Hanan, the categories of interaction that you report are a timely reminder to us that these interactions are an integral part (or should be) of all learning.
The process of putting a person in a room with a group of students is so naturalized as constituting teaching (and learning, if we are lucky) that we tend to forget it, too, is an interface with which students will have varying degrees of capacity for interaction.
I think Jonathan’s question above, too, is important, as interative interaction can be exceptionally difficult to sustain within online discussion and peer-to-peer collaboration.
One of the best books on building learning community for online/distance education is:
Building Online Learning Communities: Effective Strategies for the Virtual Classroom (Jossey Bass Higher and Adult Education Series)
Rena M. Palloff & Keith Pratt
Was there any discussion of techniques that do foster student participation in online discussions? This is critical to building communities of learning within the class.
Although this was distance learning, there were some commen points with my journal article. Especially with reagard learning and student involvement. The “networking” of students appears to help all on a variety of levels.