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Interaction in distance‐learning courses

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  • Dan Bouhnik
  • Tali Marcus

Abstract

The article provides an in‐depth analysis of previous literature that led to the understanding of the four interactive components of “e” learning and how we can utilize these components to maximize the positive and minimize the negative results of “e” learning. The four interactive dimensions of “e” learning are the following three originally described in Moore's editorial (1989): (1) interaction with the content, (2) interaction with the instructor, (3) interaction with the students, and an additional new fourth dimension, interaction with the system, which considered all of the new computer technology since his article. In our viewpoint we will highlight the impact that this fourth technological interactive dimension has on the results of “e” learning. The question then is not “to ‘e’ or not to ‘e’,” since “e” learning is already an essential factor of our contemporary learning environment. The question is how to “e”, based on the understanding of the four interactive components of “e” learning, and the understanding that these four types of interactions are different from the ones we are accustomed to in the traditional learning environment.

Suggested Citation

  • Dan Bouhnik & Tali Marcus, 2006. "Interaction in distance‐learning courses," Journal of the American Society for Information Science and Technology, Association for Information Science & Technology, vol. 57(3), pages 299-305, February.
    • Handle: RePEc:bla:jamist:v:57:y:2006:i:3:p:299-305
    DOI: 10.1002/asi.20277
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    Cited by:

    1. Rex E. Alcisto & Monera A. Salic-Hairulla & Sotero O. Malayao Jr. & Joy R. Magsayo & Ellen J. Castro, 2024. "Development and Validation of E-Module in Teaching Earth’s Motion for Grade 6," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(6), pages 1136-1148, June.
    2. Hao Zheng & Yu Qian & Zongran Wang & Yonghe Wu, 2023. "Research on the Influence of E-Learning Quality on the Intention to Continue E-Learning: Evidence from SEM and fsQCA," Sustainability, MDPI, vol. 15(6), pages 1-14, March.
    3. Başak Karakoç Öztürk, 2021. "Digital Reading and the Concept of Ebook: Metaphorical Analysis of Preservice Teachers’ Perceptions Regarding the Concept of Ebook," SAGE Open, , vol. 11(2), pages 21582440211, May.
    4. Talal M. Amara, 2019. "Perspectives and Challenges: Review of the Debate on the Integration of E-learning in Education," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 3(11), pages 311-317, November.
    5. Wafaa Gameel Mohamed Ali, 2012. "Factors Affecting Nursing Student¡¯s Satisfaction with E- Learning Experience in King Khalid University, Saudi Arabia," International Journal of Learning and Development, Macrothink Institute, vol. 2(2), pages 201-215, April.
    6. repec:bcp:journl:v:3:y:2019:i:11:p:311-317 is not listed on IDEAS
    7. Saar Van Lysebetten & Frederik Anseel & Diana R. Sanchez, 2020. "The Effects of Situation Variability in a Simulation-Based Training for Implicit Innovation Knowledge," Simulation & Gaming, , vol. 51(4), pages 477-497, August.

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