Interaction in distance education and online learning: using evidence and theory to improve practice

• Published in: Journal of computing in higher education Vol. 23; no. 2-3; pp. 82 - 103
• Main Authors: Abrami, Philip C., Bernard, Robert M., Bures, Eva M., Borokhovski, Eugene, Tamim, Rana M.
• Format: Journal Article
• Language: English
• Published: Boston Springer US 01.12.2011; Springer; Springer Nature B.V
• Subjects: Canada; Computer Software; Cooperative Learning; Course Content; Distance Education; Distance learning; Education; Educational Technology; Educational Theories; Electronic Learning; Evidence; Foreign Countries; Higher Education; Instructional Design; Instructional Improvement; Instructors; Interaction; Learning; Learning and Instruction; Learning Theories; Metacognition; Multimedia; Multimedia Instruction; On-line systems; Online; Online Courses; Online instruction; Research Methodology; Stemming; Student Motivation; Students; Teaching Methods; Web Based Instruction; Canada; Distance education; Motivation; Instructional design; Multimedia learning; Collaboration; Metacognition; Cooperative learning; Online learning; Self-regulation
• ISSN: 1042-1726; 1867-1233
• DOI: 10.1007/s12528-011-9043-x

In a recent meta-analysis of distance and online learning, Bernard et al. ( 2009 ) quantitatively verified the importance of three types of interaction: among students, between the instructor and students, and between students and course content. In this paper we explore these findings further, discuss methodological issues in research and suggest how these results may foster instructional improvement. We highlight several evidence-based approaches that may be useful in the next generation of distance and online learning. These include principles and applications stemming from the theories of self-regulation and multimedia learning, research-based motivational principles and collaborative learning principles. We also discuss the pedagogical challenges inherent in distance and online learning that need to be considered in instructional design and software development.