The document discusses four types of interaction in distance education: learner-content, learner-instructor, learner-learner, and learner-technology. It also describes synchronous vs asynchronous interaction. For synchronous interaction, examples include chat rooms and videoconferencing, while asynchronous examples include email, forums, and accessing online materials. Synchronous interaction allows for real-time feedback but may limit participation, while asynchronous allows more time for reflection but without immediate responses. Both forms of interaction are important for effective distance learning.

1. INTERACTON AND
TECHNOLOGY IN
DISTANCE EDUCATON

2. 3. LEARNER -
LEARNER
4. LEARNER -
TECHNOLOGY/SYST
Em
2. LEARNER
-
INSTRUCTO
R
1.LEARNER
- CONTENT
FOUR TYpES OF
INTERACTION

3. LEARNER – CONTENT
INTERACTION
• Takes place between the student and the
content, or the subject matter that is
delivered to him or her.
• Interaction with the content takes place when
the learner, with the help of the teacher or
the teaching institution, establishes new
knowledge by encountering new information
and combining it with the body of knowledge
already retained by him or her

4. LEARNER - INSTRUCTOR
• Interaction with instructors can help students
clarify unclear points and reinforce correct
interpretation of information.
• This type of interaction most often is
transmitted by electronic means such as chat
discussion or e-mail communication
• The instructor becomes more of a facilitator

5. LEARNER - LEARNER
• The interaction that occurs among students is
extremely dissimilar between a web-based
learning and a traditional classroom setting.
• Can be between one student and another or
between several students.
• This form of learner-learner interaction is
intended to promote understanding of the
course content and stimulate critical learning.

6. Learner –
TechnoLogy/SySTem
• Student’s experience with computers can
affect their learning in distance education as
well as improve their computer skills.
• In order to effectively participate n distance
education, learners must be computer
literate.

7. SynchronoUS VS.
aSynchronoUS InTeracTIon

8. Asynchronous
-it is understood the interaction that
occurs at different times, not in real time .
(the most common example of such an
interaction is the use of e-mail).
.
Synchronous
- interaction occurs at the same time
and the exchange of information is
done in real time (for example instant
messaging applications).

9. SynchronoUS (Keywords: real-time interaction)
Advantages of synchronous interaction
•- stimulate motivation
•- interactive participation
• - immediate feedback
•- user-friendly technological tools for effective
learning
•- costs and time saving

10. Examples of synchronous interaction
• - IRC – Internet Relay Chat (chat rooms)
• - instant messaging
• - real-time audio
• - application sharing (learners can add, make
changes or delete info on a shared software
application)
• - voice and videoconferencing
• - share whiteboards and live presentation tools
• - live assessment testing and voting
• - audience control tools

11. Impact of synchronous interaction
• - learner-learner: the larger the
group, the less interactivity possible;
• - learner-instructor: only “lower
thinking skills can be achieved”
• - learner-content: learners need to
contribute and participate.

12. Asynchronous
(Keywords: no real-time interaction)
Advantages of asynchronous interaction
•- flexibility
•- time to reflect
•- anonymity and pseudonymity
•- no time-zone constraints
•- situated learning
•- cost-effective:

13. Examples of asynchronous interaction
• - CD-ROMs
• - e-mail
• - listserv (a group of e-mail addresses)
• - bulletin boards (online forums)
• - newsgroups (information is received via newsfeeds)
• - web pages
• - computer conferencing
• - fax
• - audiotape / videotape
• - collaborative work spaces (information available to multiple users
that can be added on or modified by the users themselves)
• - blogs (weblogs)

14. Impact of asynchronous interaction
• learner-learner: quality of interaction improves due
to the learner having enough time to process the
topics and respond in a meaningful way (“higher
order thinking skills occurring” –
• - learner-instructor: instructor can focus on the
learner’s needs;
• - learner-content: learner has time to digest the
contents; learner is able to access online notes
(written by all course participants).

15. Example:
Video-based instruction maybe synchronous, as when
participants in an interactive videoconference use
camera and microphones at their respective sites to
interact with the originating site and each other
But some video-based instruction maybe
asynchronous, as when instruction is video-tape and
learners later view the video or listen to the audio at
a
Interaction is accomplished at another time by either
written electronics correspondence or telephone.

16. Similarly, computer-based instruction
maybe synchronous, as when computer
conferences are held at pre-established
times via chat technologies, or it maybe
asynchronous as when learners retrieve
instructional materials via the internet and
act at their convenience.

17. THANK YOU AND GOD
BLESS