A framework for learner-instructor interaction in the online, distance education environment.

Abstract

Current literature argues that learner-instructor interaction is important in distance education, but fails to describe this interaction in a way that provides a theoretical or empirical basis for understanding its contribution to learning. Therefore, the goal of this study was to develop a theoretical framework for defining quality learner-instructor interaction in the online environment. A grounded theory research methodology used theoretical sampling to collect data from graduate students and instructors engaged on online distance education. Data were collected from interviews, observations and records review and analyzed using open and axial coding techniques. This process generated 5 categories that operationalize learner-instructor interaction in the online environment. These categories are directing learning, providing performance feedback, promoting content understanding, creating structure and supporting learning. Together they form the basis of a multi-linkage framework that provides a theoretical description of the complexity of learner-instructor interaction in the online environment and challenges existing thinking and practice.