Since the advent of distance learning, interaction has played a crucial role in learner satisfaction and more recently the quality of learning online. Even though the crucial nature of incorporating interactive learning environments is not lost on the education community, it has been at troubling odds with meeting the expectations of learners and establishing why some proposed “interactive” activities fail. Because technology has changed, offering varying levels of interaction between learner-learner, learner-instructor, and learner-content some argue that re-conceptualizing interactive can provide unique learning advantages. This literature review explores the most vital aspects of interactivity, the variables that determine its appropriateness and significant findings as they pertain to meeting the expectations of e-learning.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/556210 |
| Date | January 2015 |
| Creators | Moore, Tyler |
| Contributors | UA South Educational Technology |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the UA South Educational Technology Graduate Program and the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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