THE EFFECTIVENESS of distance education (DE) is widely documented (Barry & Runyan, 1995). But even with the spread of new technologies to deliver high fidelity instructional content, computer-mediated DE remains an empty experience for some. Awareness of the communication strategies needed to support DE interactions is critical to meet learners' human needs. 

The traditional classroom environment supports a wide array of instructional methods (e.g., presentations, discussions, brainstorming, collaborative learning, student-centered activities with feedback, etc.) that create a highly interactive and rich learning environment (Hughes & Hewson, 1998). Many of these instructional methods are implemented with both verbal and nonverbal nuances of our language and are difficult to replicate in an online DE environment.

For DE designers, the challenge is to develop a social support structure that fosters these traditional learning interactions within the online environment. The four types of interactioncritical for DE learner success include (1) learner-to-content, (2) learner-to-instructor, (3) learner-to-learner, and (4) learner-to-interface (Moore, 1989; Hillman, Willis, & Gunawardena, 1994), Figure 1. 

To facilitate effective DE e-interactions, communication strategies and support technologies must be matched to the desired interaction outcome. To humanize the DE environment, focus should be on methods and technologies that support the learner-to-instructor and learner-to-learner socially-based e-interactions.

Learner-to-instructor and learner-to-learner interactions can use either one-to-one techniques (e.g., e-mail, etc.) or use one-to-many techniques (e.g., WWW site, forums) and can be implemented through either synchronous or asynchronous communication channels to individuals, small groups, or mass audiences, dependent upon the instructional interaction goal.

Asynchronous communication is technology mediated and not real-time based. Teachers and/or learners are not tied to a common location or timeline (e.g., e-mail, etc.). In contrast, synchronous communication relies on real-time interaction between participants (e.g., Web cast). Although co-location is not needed, a coordinated timeline is required, Figure 2. 

Interaction is not a phenomenon that just happens; it needs to be an intentional part of the instructional design (King & Doerfert, 1996). The opportunities for interaction can take many forms. Assess the needs of the learner to ensure that their expectations of the DE learning environment are met. Evaluate the medium used to support DE not only as an information delivery system but also as a medium through which interaction takes place (Hillman, et al., 1994).

William Schutt
Lieutenant Commander, USN