Review by: Ramanau, Ruslan (2005-02-07)

In his seminal contribution to distance education theory Michael Graeme Moore proposes a typology of interactions on a course of distance study. According to the author, the suggested model seeks to shed more light on the meaning of core concept under study in the context of different media of course delivery. Moore delineates three main types of interactions, typical of any distance course: learner – content, learner – instructor and learner – learner interaction.

Learner content interaction is defined as interaction between the learner and the content or the subject of the study. Depending on its nature, the course can be content interactive or provide for one-way communication. Learner instructor interaction is conceptualised as interaction both between the learner and the author of course materials and the learner and the teacher. The author argues that learner – expert interaction is key to motivating students to learn, maintaining and enhancing their interest in subject matter. However, while subject matter experts try to organize the application of student’s knowledge into practice, it is the course instructor whose feedback is critical for its implementation. The third type of interaction, learner – learner interaction, is defined as interaction between one learner and others learners, alone or in groups, with our without the real-time presence of the instructor. The author describes this form of interaction as a new dimension of distance education in the early 1990s. According to Moore, studies in the area point at the importance of peer interaction for distance learners particularly at the stage of application and evaluation of new content.

The author concludes that while being of theoretical interest, the suggested theoretical framework also contributes to improving distance learning practice through stressing the need for planning for and implementing all the three types of interaction in a distance course. Although Moore’s original model has been refined and extended by other contributions of the subject (most notably – by Hillman et al., 1994), it remains one of the key works in distance learning theory and has been used as theoretical basis in several empirical studies in the field.

References: Hillman, D. C. A., Willis, D. J., Gunawerdena, C. N. (1994). Learner-Interface Interaction in Distance Education: An Extension of Contemporary Models and Strategies for Practitioners. The American Journal of Distance Education, 8(2), 30–43