Change in Education

1.5. Interaction 2

It is important to realise that In online courses different types of interactions and feedbacks are expected (not just learner–material interaction). Watts (2010) defined three main types of interaction in an online distance learning course:

• learner-to-content interaction
• learner-to-learner interaction
• learner-to-instructor interaction.

This model was also suggested by Moore (1989) who provided the definition of three modes of interaction: learner-content or subject of study, learner-instructor, and learner-learner. Learnercontent interaction implicates the student interacting with the subject of study. Learner-instructor interaction deals with the instructor making presentations, demonstrating and practicing skills, modeling values, organizing and evaluating student learning, and providing feedback and support. Students derive learning from interaction with their peers via debate, collaboration, idea manipulation, and incidental learning.
Chickering and Gamson (1987) illustrate the importance of interaction in learning and postulated seven principles for good practice in undergraduate education, out of which five are directly connected to interaction:

• encourages student-faculty contact (learner-to-instructor interaction)
• encourages cooperation (learner-to-learner interaction, learner-to-instructor interaction)
• encourages active learning
• gives prompt feedback (learner-to-content interaction)
• emphasizes time on task (learner-to-content interaction)
• communicates high expectations (learner-to-instructor interaction, learner-to-learner interaction)
• respects diverse talents and ways of learning.