Interaction: Getting the Right Mix

In Getting the Mix Right Again: An updated and theoretical rationale for
interaction, Terry Anderson presents us with the equivalency theorem to explain different modes of interaction and their relative effectiveness. This theorem informs us that out of all the possible modes of interaction, student-student, student-teacher, student-content, no one mode supersedes another. Any particular mode can be highlighted or focused upon to attain effective levels of interaction. Anderson states that “Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student-student; student-content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience” (p.7). It is important to keep in mind when choosing a format of interaction, that “all types of interaction should be assessed by their contribution to the learning process.” (P.5).

This model may challenge many teachers’ conceptions about effective interaction models. Some teachers may feel that teacher-student interactions and lecture formats are the best, while other teachers might focus on student-student interaction and be averse to using high levels of student-content interactions. Teachers of the latter may feel that using cost saving measures such as online courses with video lectures that reduce the level of teacher-student interaction are unfavorable. As Anderson states, “Some student-teacher interactions can be automated, and thus substituted in whole or part, through the development and use of content resources, and especially those utilizing autonomous teacher agents. This practice migrates Net based forms of student-teacher interaction (emails, conferencing discussion, etc.) to student-content interactions (teacher videos, virtual labs, personalized FAQs, etc.)” p.8. Thus, it’s possible for students to still experience effective interaction despite having the mode or model of interaction shift.

I find this model helpful because many teachers are confused about what kinds of interactions they should promote in their classrooms. Some worry that they need to go through the full range of interaction for every class. Yet, I think one important factor that teachers should keep in mind when designing lessons is that any teacher can implement the full range of interactions given an adequate amount of time with students. On some days, teachers can focus on student-content interactions, and the next week they can implement classroom activities that promote student-student interactions. As long as students are experiencing interaction to a high degree in any form, they are likely to be learning and satisfied with their learning.

As a side note, I was having a little trouble understanding what exactly content-conent interaction means in this article. Could anyone elucidate?