| Interaction research provides important information on student behaviors in distance-learning environments to educators, researchers, and instructional designers. The current state of interaction research has focused mostly on the quantitative results of interconnected messages in a teacher-centered learning environment. This study examines interaction patterns at both interpersonal and system levels in a learner-centered distance-learning environment. The research focuses on factors that affect interaction from three areas: learning activities, technology attributes, and learner differences. At the system level, student perceptions of both synchronous and asynchronous computer-mediated communication (CMC) systems and the relationship with interaction are investigated. At the interpersonal level, patterns of learner-learner interaction over both communication modes are compared and contrasted. Furthermore, the overall effects of various theoretical-based instructional activities on learner interaction are also scrutinized. Results of the research suggest that constructivist-based instructional activities, such as student-moderated discussion and small group cooperative learning, are conducive to interaction. The appropriate employment of a synchronous online seminar can enhance interpersonal relations and community building. In general, 79% of the computer-mediated discussions were devoted to task-oriented interaction and 21% on social-emotional-oriented interaction. Nevertheless, a higher percentage of social-emotional interactions occur in synchronous mode than occur in asynchronous mode. Furthermore, positive student ratings of a CMC system rise because the frequency of positive use increases. Student perceptions of technology affect the rate of adoption of the CMC systems only at the beginning stage. Four stages of student adoption of technology are observed. The connection between learner differences and interaction is observed in gender difference. Female students tend to spend more time in social-emotional-oriented interaction than male students. A model on learner-centered computer-mediated interaction for collaborative teaming is proposed to explain the factors that could affect interaction. Recommendations on the design of instructional activities and interactive interfaces are also made for the improvement of distance-leaming environments. |
