The aim of this study is to determine the trend concerning interaction in distance education between the years 2011 and 2015. According to this aim, 544 articles in the databases of EBSCO, Scopus, and Web of Science were examined. The examination has been conducted on the basis of various variables including year, country, number of authors, discipline, sample size, research model, interaction type, dependent-independent variables, base theories, and technologies being used. The results of the study show that researchers continue to pay attention to interaction and try to integrate new technologies into learning environments and examine their outcomes; however, there is a need to strengthen the theoretical infrastructure.