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ERIC Number: EJ1136198
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0158-7919
Learner-Content Interaction in Distance Education: The Weakest Link in Interaction Research
Xiao, Junhong
Distance Education, v38 n1 p123-135 2017
Interaction is a recurrent theme in the literature on distance education. Much of the research along these lines is dedicated to reciprocal interpersonal interaction, that is, learner-learner and learner-instructor interaction. But there is far less research interest in learner-content interaction despite its fundamental and critical role in ensuring the effectiveness of the distance learning experience and education more generally. This article reflects on the interrelationship and interplay between learner-content, learner-instructor and learner-learner interactions by drawing on the three-types-of-interaction framework, equivalency theorem and other interaction research literature. It concludes by calling for more effort to be made to understand how distance learners study course materials or content, arguing that distance learning course materials may not be able to cater for distance learners and achieve their intended learning outcomes unless their design and production are informed by empirical research on learner-content interaction.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A