INCORPORATING EFFECTIVE INTERACTION is central for a successful online learning experience. The online learning experience is different from the traditional classroom experience. In both situations, interaction is critical for successful learning. The four types of interaction will be discussed in comparison with the different settings. 

The first interaction which will be discussed is learner-interface interaction. This interaction is between the learner and the technology necessary for online education (Hillman, Hills, & Gunawardena, 1994). This may be one of the most challenging types of interaction since this is not required in the traditional classroom.

In online education, for a successful learner to have any intertaction at all, he or she needs to have a computer. The learner must also be able to competently use all the basic equipment such as a mouse, keyboard, and printer. In addition, the learner is required to have Internet access and be able to use Internet software.

The learner-instructor interaction is critical in both traditional and online classrooms. In the traditional setting, the instructor is physically present with all the learners and can receive immediate feedback through visual or verbal cues. The situation can be quite different in an online environment.

First, the interaction may not be just between the learners and instructors, but may include people who prepared the course content as well as the technical crew.

Next, the instructor's responsibilities may not be that different, but the way they are achieved may be. The instructors need to keep the students motivated to learn, give appropriate feedback for support, and continue a dialogue at a distance (Moore, 1989). The instructor needs to participate in chats, video-conferencing, message boards, and frequent emails to have simulated interaction. This requires the instructors to be competent in using technology as well as have effective writing skills.

Moore identified the interaction between learners (1989). In a traditional classroom, the learners interact by working in groups or contacting each other outside of class. The physical presence is central in a traditional classroom setting. This is not the case in an online environment. 

In an online environment, the learners interact in one of the two ways: synchronously or asynchronously. Synchronous, meaning at the same time, includes instruction methods such as chat. The learners can be in different locations, but have to be at the computer at the same time. Asynchronous communication includes email and discussion boards which do not require the learners to interact at the same time.

The instructor can prearrange the learner-learner interaction or the learners can take the initiative and interact on their own.

The last type of interaction is between the learner and the course material (Moore, 1989). The course material has the ability to enrich and change the learners' life in various ways. The same is true in a traditional setting, but online education may have some advantages in this type of interaction.

In a traditional classroom the course material is delivered mainly through lectures, handouts, textbooks, guest speakers, and student presentations at a specific time. In an online environment, the learner has access to lecture notes, interactive exercises, online library, experts, video clips, graphics, virtual tours and experiences, and other learners anywhere in the world at any time. 

Hillman, D. C., Willis, D. J., & Gunawardena, C. N. (1994). Learner-interface in distance education: An extension of contemporary models and strategies for practitioners. The American Journal of Distance Education, 8(2), 31-42.

Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6. 
Keiko Takimoto-Makarczyk ，Graduate Student ，San Diego State University ，Department of Educational Technology