Learner+to+Course+Content+Interaction

“A lecture is the best way to get information from the professor’s notebook into the student’s notebook without passing through either brain” ( Pelz, 2010, p. 103 ).

Rather than distributing knowledge in a lecture format “most online courses can benefit from the addition of e-learning activities that expand or enhance the learners’ understanding of course-related content” ( Watkins, 2005, p. 145 ). The relationship of learner to content is the only required link in learning; it is generally facilitated and motivated by interaction with the instructor. To enhance learning, the concepts and objectives of the course need to be clearly presented in a lively form so that the learner spends more time-on-task and engaged with the content ( Ali & Ahmad, 2011; Alshare, Freeze, Lane, & Wen, 2011; Lam & Bordia, 2008 ). Without a relationship with content there is no purpose to learning.

**Learner-content interactivity**
When students read, study, participate in class activities, and consider or examine course content they engage in learner-content interaction. The learning process requires that the student interact with the content of a course. There are a few factors that influence learner-content interaction including; mode of delivering course materials ( Abrami, Bernard, Bures, Borokhovski, & Tamim, 2010 ), time on task or engagement ( Lam & Bordia, 2008 ), and relevant, up-to-date, and easy to understand information ( Alshare et al., 2011 ).

**Learner-content strategies**
To enhance the learner-content interaction, instructors should ensure that the concepts and information of the course are clearly presented, relevant, and easily understood to motivate the student to be more engaged with the content ( Ali & Ahmad, 2011; Alshare et al., 2011; Lam & Bordia, 2008 ). Activities should be relevant and useful and “focus on the importance and utility of content” ( Albrami et al., 2010, p. 20 ), which optimizes learner motivation to inculcate the material, and enhance the learning environment ( Boling, Hough, Krinsky, Saleem, & Stevens, 2011 ). Any activity or communication that increases the interest of the student in the material is a viable strategy for developing and deepening the learner-content relationship.

//[The content on this page is extracted from Watts (2012).] //


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 * = References ||
 * * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. (2010, July). //Interaction in distance education and online learning: Using evidence and theory to improve practice. The Evolution from Distance Education to Distributed Learning//. Symposium conducted at Memorial Union Biddle Hotel, Bloomington, IN.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Ali, A., & Ahmad, I. (2011). Key factors for determining students’ satisfaction in distance learning courses: A study of Allama Iqbal Open University. //Contemporary Educational Technology, 2//(2), 118-134. Retrieved from []
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Alshare, K. A., Freeze, R. D., Lane, P. L., & Wen, H. J. (2011). The impacts of system and human factors on online learning systems use and learner satisfaction. //Decision Sciences: Journal of Innovative Education, 9//(3), 437-461. Retrieved from []
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2011). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. //Internet and Higher Education// [Advance online publication]. doi:10.1016/j.iheduc.2011.11.006
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Lam, P., & Bordia, S. (2008). Factors affecting student choice of e-learning over traditional learning: Student and teacher perspectives. //The International Journal of Learning, 14//(12), 131-139. Retrieved from []
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Pelz, B. (2010). (My) three principles of effective online pedagogy. //Journal of Asynchronous Learning Networks, 14//(1), 103-116. Retrieved from []
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Watts, S. W. (2012). //Learner relationships//. Unpublished Manuscript, Department of Education, Northcentral University, Prescott Valley, AZ. ||

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