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This study investigated the issue of interaction in learning English in open and distance education. To do so, fifty- two distance language learners evaluated the quality of learner content, learner-teacher, learner-learner, learner-interface, and learner-self interactions in general English courses. The results showed that the quality of overall interaction was of middle quality with an asymmetrical pattern in which learner-interface interaction was of the least quality. The results also revealed significant differences among the qualities of most interaction types which, in turn, indicated that offering blended courses for enhancing face-toface interaction could compensate for learner-interface interaction resulted from the low-tech environment.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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