Technology and Instructor-Interface Interaction in Distance Education
Azim Danesh, April Bailey, Thomas Whisenand

Abstract
Many universities and colleges have been expanding distance education offerings. This paper examines the role of technology in interaction and communication as relates to distance education. Interaction models were extended to include the instructor-interface interaction. The impact of each interaction on the success of the educational outcome, as determined by the students completing a questionnaire, was compiled for classes. The results showed that learner-instructor and learner-learner interactions, when used synchronously or asynchronously, were perceived as effective discussion modes and played an important role in the success of the class. The students felt the lack of face-to-face non-verbal cues hindered the effectiveness of class discussions. They participated more in online sessions than in face-to-face discussions and a combination of both was preferable to better understand the material. The article also discusses the knowledge of technology and its role in the learning process.

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