Title: View of Examining interactivity in synchronous virtual classrooms        | The International Review of Research in Open and Distributed Learning
Headings: Examining Interactivity in Synchronous Virtual Classrooms
June – 2012
Examining Interactivity in Synchronous Virtual Classrooms
Florence Martin, Michele A. Parker, and Deborah F. Deale
University of North Carolina Wilmington, USA
Abstract
Introduction
Synchronous Virtual Classrooms
Defining Interaction
Types of Interaction
Interaction Framework
Interaction in Online Courses
Online Interaction Analysis Models
Purpose of this Study
Methodology
Survey on Interaction in the Synchronous Virtual Classrooms
Instructor Interview
Course Archives
Results
Surveys
Learner-instructor interaction.
Learner-learner interaction.
Learner-interface interaction.
Learner-content interaction.
Instructor Interview
Archival Analysis of Classroom Interaction
Course 1 – Computer Based Instruction (CBI)
Course 2 – Evaluation and Change Management
Course 3 – Human Performance Improvement (HPI)
Discussion
Learner-Instructor Interaction
Learner-Learner Interaction
Learner-Interface Interaction
Learner-Content Interaction
Best Practices
Limitations and Future Research
Implications
References

Content: They present the concept of learner-interface interaction and recommend instructional design strategies that will facilitate students’ acquisition of the skills needed to participate effectively in the online classroom. Hillman et al. ( 1994) define learner-interface interaction as “a process of manipulating tools to accomplish a task” (p. 34). The learner must understand not only the procedures of working with the interface but also why these procedures obtain results. Later, Anderson and Garrison (1998) introduced three other types of interaction: teacher-teacher, teacher-content, and content-content. They suggest that teacher-teacher interaction usually occurs in the context of professional development, where teachers interact with each other to develop their teaching competencies. Teacher-content interaction is considered essential and is the form of interaction expected from most teachers in higher education. However, Anderson and Garrison question whe