Model of Learner-Centered Computer-Mediated Interaction for Collaborative Distance Learning

Interaction research in distance education has focused mostly on learner-teacher interaction in a learning environment based on a behaviorist curriculum. This presentation focuses on factors contributing to learner-learner interaction in a distance learning course based on learner-centered and collaborative instructional design. The proposed model, which resulted from research on patterns of learner interaction in both synchronous and asynchronous computer-mediated communication modes, examines factors contributing to interaction in the areas of learner characteristics, technology attributes, and learning activities. Introduction Interaction research provides important information on student behaviors in distance learning environments to educators, researchers, and instructional designers. The current state of interaction research has focused mostly on the quantitative results of inter-connected messages in computer-mediated communication (CMC) conferences. Contributing factors to interaction such as theoretical principles of course design and learning contexts are largely ignored. While various virtual learning environments and course management systems are being introduced to the distance learning community, it is easy to loose sight on the pedagogical application of the learning systems. Teachers are rushed to learn various state-of-art instructional technologies but not given instructional examples or time to develop well-designed instructional materials for conducting distance learning courses. The issues faced by the educators are similar to that of a novice pilot being rushed to drive a commercial airplane without going through appropriate training via flight simulation. More research on how these systems can enhance student learning and examples of best practices on instructional design in various disciplines are needed for the success of distance education. As interaction has been identified as the key to the success of online learning by researchers (Gunawardena et al., 1997), this study examines patterns of online interaction and the types of instructional design that would enhance online interaction via both synchronous and asynchronous communication. Learner-centered computer-mediated interaction in this study is defined as reciprocal communication among participants of computer-mediated learning environments that emphasizes learner developments in cognition, motivation, and social advancement for the purpose of knowledge construction and community building. Two theoretical principles that are highly relevant to such interaction are constructivism and learner-centered principles (LCPs). A constructivist distance learning environment places emphases on knowledge construction through interaction with the physical environment and through the appropriation of culturally relevant activities. In other words, knowledge is co-constructed with peers or experts and through the immersion in a social context (Bonk & Cunningham, 1998). The Learner-Centered Principles were developed by the American Psychological Association (APA, 1997) as a framework for the new educational approaches that stress the integration of the needs, skills, interests, and backgrounds of the students into the curriculum planing. The following section on literature review examines the connection between these principles and interaction.