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The Next Generation of Distance Education pp 49–69Cite as

Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice

Abstract

In a recent meta-analysis of distance and online learning, Bernard et al. (Distance Education 25(2):175–198, 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 chapter, 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.

Keywords

  • Instructional Design
  • Online Learning
  • Distance Education
  • Student Interaction
  • Individual Accountability

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Acknowledgments

The preparation of this chapter was facilitated by grants to Abrami and Bernard from the Social Sciences and Humanities Research Council, Government of Canada and the Fonds Québécois de la Recherche sur la Société et la Culture, Province of Québéc. An earlier version of this chapter was presented at “The Evolution from Distance Education to Distributed Learning” 2010 AECT Research Symposium, Bloomington, Indiana, July 2010.

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Authors and Affiliations

  1. Centre for the Study of Learning and Performance, Concordia University, 1455 de Maisonneuve Blvd. West, Montreal, QC, Canada, H3G 1 M8

    Philip C. Abrami Ph.D, Robert M. Bernard Ph.D & Eugene Borokhovski Ph.D

  2. School of Education, Bishop’s University, 2600 College Street, Sherbrooke, QC, Canada, J1M 1Z7

    Eva M. Bures Ph.D

  3. School of e-Education, Hamdan Bin Mohammed e-University, Dubai, UAE

    Rana M. Tamim Ph.D

Authors
  1. Philip C. Abrami Ph.D
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  2. Robert M. Bernard Ph.D
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  3. Eva M. Bures Ph.D
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  4. Eugene Borokhovski Ph.D
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  5. Rana M. Tamim Ph.D
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Correspondence to Philip C. Abrami Ph.D .

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Editors and Affiliations

  1. Professor, Educational Tech., Walden University, 155 Fifth Ave S, Minneapolis, 55401, Minnesota, USA

    Leslie Moller

  2. , Assoc. Dean, Online Develop. & USG eCore, University of West Georgia, Maple St. 1601, Carrollton, 30118, Georgia, USA

    Jason B. Huett

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Abrami, P.C., Bernard, R.M., Bures, E.M., Borokhovski, E., Tamim, R.M. (2012). Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice. In: Moller, L., Huett, J. (eds) The Next Generation of Distance Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-1785-9_4

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