Using Interaction Content Analysis Instruments to Assess Distance Learning

Baruch Offir, Yossi Lev, Yael Lev, Ingrid Barth

    Research output: Contribution to journalArticlepeer-review

    7 Scopus citations


    Utilizing the full potential of distance education requires an understanding of how the absence of face-to-face communication affects the relationship between teaching behaviors and learning outcomes. Teachers' awareness of how their teaching behaviors change across distance and conventional contexts can assist them in overcoming the limitations of distance learning. This paper describes the development of two content analysis instruments for analyzing teacher-learner interaction patterns in order to enable educators to (a) identify the effect of separation from learners by space and/or time, (b) examine the relationship between interaction patterns and learning outcomes, (c) identify teacher-learner interactions which comprise essential elements of effective distance education, (d) increase the effectiveness of the instructional design, (e) plan more effective staff development programs, and (f) enable decision makers to assess the effectiveness of distance learning programs.

    Original languageEnglish
    Pages (from-to)27-41
    Number of pages15
    JournalComputers in the Schools
    Issue number2-3
    StatePublished - 2001


    • Distance learning
    • content analysis
    • explanatory interaction
    • expository interaction
    • in-depth processing
    • nonverbal interaction
    • procedural interaction
    • social (negative and positive) interaction
    • verbal interaction


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