Learner-content interactivity: implications for the development of online learning

Eva Y M Tsang
The Open University of Hong Kong
Hong Kong SAR, China

Interaction in different forms is beneficial to the learning experience and the overall effectiveness of learning. Levels of interactivity can be interpreted into various aspects. Many scholars identify various types and different levels of interactivity (Jonassen, 1988; Rhodes & Azbell, 1985; Schwier & Misanchuk, 1993; Sims, 1994). Sims (2001) identifies four level of interactivity in the context of the online learning environment. They include: learner and learner; learner and teacher; learner and content; and learner and interface. This paper discusses the level of learner-content interactivity.

Since learner-content interactivity in online learning is a two-way communication process between a learner and content, it is important to focus on both components as potential sources to promote students' cognitive engagement. Multimedia course content can arouse a learner's interest and motivation at the beginning of participation in online learning. It also prevents learning from becoming boring because learners must stay alert and play an active role in their learning process. With good design and adequate resources, online learning can provide a high level of learner-content interactivity that can motivate learners to engage in their learning. Learners, therefore, should be meaningfully engaged in learning activities through interactions. By engaged online learning, learners are actively involved in the process of creating, problem solving, reasoning and evaluation. This paper will investigate its impact on online course development and evaluate how to promote students' motivation and participation in online learning.