The distance learning classroom : identifying a process for facilitating interaction

Distance education is a concept born from the sophisticated technologies permitting interactive modes of communication between teacher and learner and transmission of information at a distance. Due to steady developments, it is predicted to be a major growth area for education in the future. As institutions continue to invest in distance learning systems, student enrollment and faculty recruitment increases. This trend is accompanied by growth in issues of faculty and learner satisfaction. Although the potential of distance education is powerful, it is possible this trend could fail to reach its full potential if interactive opportunities are not facilitated in these classrooms.Understanding interaction in the distance learn- ing context is essential. However, before teaching paradigms can be identified, the process of facilitat- ing interaction must be examined. Therefore, the search problem was to clarity and conceptualize a process of facilitating interaction in the distance learning classroom.Data were collected from five faculty members who had traditional and two-way audio/video tele classroom teaching experience. The phenomenological-based Ac- tion-Reason-Thematic Technique (ARTT), provided an interview-analyze-interview cycle for examining the extent to which they went about enhancing interaction in their tele-classrooms,The major finding of this study indicated there is a basic process for facilitating interaction in the distance learning classroom that must be implemented from the first class meeting and nurtured throughout the tele-course. There are three phases to this pro- cess: Phase 1) Establishing Basic Premises, Phase 2) Fostering Involvement, and Phase 3) Integrating Elements of Real-Time Queries. Fostering involvement is the primary vehicle that drives the continuous nature of the interactive process.Additional findings directly related to the re- search problem focused on tele-techniques and previous experience with technology. No specific technique for facilitating interaction was identified. However specific groups of tele-techniques were identified that focused on planning, presentation and in- struction. Previous experience using technology in the traditional classroom reduced the learning curve for implementing technologies in the tele-classroom.Potentially related findings included the identi- fication of obstacles to successful teaching and the role of experience in examining classroom practices. The specific problems faculty members encountered dur- ing their tele-classroom experience created frustrat- ing obstacles to successful teaching. The knowledge gained from traditional and tele-classroom experience helped the faculty members to examine their overall classroom practices.