Improving Distance Learning by Linking Interaction Theory to Practice Through a Systemic Interaction Design Framework

• In Event: 53.073 - Online Course Development as Design Cases

Abstract

Distance learning can provide greater access to educational opportunities. However, the quality of teaching and learning in distance learning continues as a challenge. This study investigated how interaction supports learning in order to develop an interaction design framework that any educator can use to improve learning at a distance. Interaction has been identified empirically as increasing learner motivation, satisfaction, participation, communication, and achievement. However, the lack of rigorous and usable instructional design guidelines hinders the realization of interaction’s benefits for distance learning. This study employed a newer methodology, design and development research, to create an expert-validated three-phase framework for use by educators to identify instructional design choices that are grounded in interaction theory and research.

Authors

• Wei Li, Virginia Tech

• Jennifer M. Brill, Monmouth University