Abstract:

Interaction is believed to be the most important aspect in learning. Moore (1989) proposed that there are three types of interaction in learning context, which are learner-content, learner-instructor, or learner-learner interactions. Many researches have been conducted in relation to the learner-instructors and learner-peer interactions. However, that is not the case with learner-content interaction. In accordance with this, a project was designed to explore the learner-content interaction in Universitas Terbuka (Indonesia Open University). The study data was based on the use of interactive digital materials (IDM) of two (Module 5 and 6) out of nine course modules of a master level course titled Design and Model of Innovative and Interactive Instructions. The findings of the study revealed that most students interact with the content not in the sequence suggested by the content designer, and students seemed to interact with the content in no ‘particular’ pattern. Further information from students confirmed that they read randomly based on the page/s that could easily be opened when they accessed the IDM. Data also reveals that the frequency and duration on students interacting with content in the IDM was low. This low use was due to the slow internet connection that made it difficult for students to navigate the content within the IDM. The influence of internet connection quality to the learner-content interaction confirms the importance of learner-interface interaction argued by Mutalib et al. (2016).

Keywords:

Learner-content interaction, learning interactions, online learning, distance learning.