The impact of an interactive distance learning network on classroom communication

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Abstract
Using a qualitative research methodology (observations and interviews), I examined how the implementation of an interactive distance learning network impacted the communication and learning process in the classroom. The analysis revealed that instructors who used a sense of humor in dealing with technical nuances, used a relaxed interpersonal style focusing on the interaction across the sites, and involved students directly in the course content were perceived as more successful on the network. It also revealed that communication and interaction were hampered by the cameras, the microphones, and by the students seeing themselves on the television monitors. Thus, the findings suggest that technological classroom designs of the future need to be more conducive to the interpersonal dimensions of classroom communication to help bridge the “psychological distance” as well as the physical distance.