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: 1) learner-to-content interaction, 2) learner-to-instructor interaction, and 3) learner-to-learner interaction. Learner-content interaction is the process of intellectually interacting with the content, which changes the understanding, perspectives, and cognitive structures of a learner’s mind. Learner-instructor interaction is highly desirable as the instructor seeks to stimulate, or at least maintain, student interest in what is to be taught and to motivate the student to learn. Learner-learner interaction is an extremely valuable resource for learning, and Moore (1993) emphasized the importance of students’ interaction with their peers in his work. Hillman, Willis, and Gunawardena (1994) introduce a fourth type of interaction, interaction with technologies. 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: