Perceptions of Interaction: The critical predictor in distance education

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Abstract
This study examined learner perceptions of interaction and satisfaction in a course delivered by interactive television. The participants were 123 K‐6 teachers in a Developmental Approaches in Science and Health program. Three sessions of the ten‐session course were examined. Significant correlations were found between perceptions of personal and overall interaction within the class. Perceptions of personal interaction were a moderate predictor of satisfaction. The critical predictor of satisfaction was the perception of overall interaction. These findings suggest that when learners perceive the level of interaction to be high, they will be more satisfied with instruction than when they perceive the level of interaction to be low. Overall dynamics in interaction may have a stronger impact on learners’ satisfaction than does strictly personal participation. Vicarious interaction within the class as a whole may result in greater learner satisfaction than will the overt engagement of each participant. However, both perceived level of interaction and satisfaction appear to decline with increased exposure to interactive instructional television.