Interaction is at the core of distance learning. During the past decade, interactive distance learning environments have been acknowledged to increase learning, content retention and learner satisfaction. In 1989, Moore... "held that interaction is a key theoretical concept in distance learning and he distinguished between learner-content, learner-instructor and learner-learner interactions." More recently other types of interaction have been noted, learner-media (Hillman, Willis and Gunawardena, 1994) and learner-context (Gibson, 1998).

In Interactive Distance Learning Exercises That Really Work! (Mantyla, 1999) Karen Mantyla and other researchers/practitioners build on the importance of distance learning interaction. Karen discusses media selection, lays out a framework for making a transition from on-site exercises to the distance learning exercises and illustrates with a variety of case studies and lessons learned. In this month's FOCUS article, Karen gives you a taste of what to expect her book - a "must read" for those involved with, or anticipating involvement in distance learning. Rosemary Lehman

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Gibson, C. (1998). Distance Learners in Higher Education: Institutional Responses for Quality Outcomes. Madison, WI: Atwood.

Gunawardena, et.al (1994). "Learner-Interface Interaction in Distance Education: An Extension of Contemporary Models and Strategies for Practitioners." The American Journal of Distance Education, 8(2), 30-42.

Kelsey, K. (2000). "Participant Interaction in a Course Delivered by Interactive Compressed Video Technology." The American Journal of Distance Education,14(1) 63-74).

(Mantyla, K. (1999). Interactive Distance Learning Exercises that Really Work! Alexandria, VA: ASTD

Moore, M. (1989). "Three Types of Interaction." The American Journal of Distance Education, 3(2), 1-6.