Can interaction content analysis research contribute to distance learning

In this paper we propose that Interaction Analysis studies, which focus on the process-product relationship between types of teacher-student interactions and learning outcomes, present only part of the learning picture. Clearly, not all teacher-student interaction patterns are equally effective for students at different ages and stages of development. We describe how Interaction Content Analysis was used within the framework of a distance-learning (DL) project in order to clarify the complex roles and relationships between individual learners' needs and expectations, types of interactions and learning outcomes. In our project, two differentiated teaching roles emerged-the role of the university-based lecturer who transmitted subject content and the role of the local site-based teacher who supported students in their classrooms. We describe how those roles supplemented each other in order to improve learning in a DL environment. We show how content analysis of teacher-student interactions used by university-based lecturers helped us to define the role of the site-based teacher. The relationship between site-based teachers and their students was affected by (a) university-based lecturers' interaction patterns, and (b) students' age-related needs. We also describe data collection methods and collation used for establishing the differential effects of interaction patterns on students with different needs and expectations in a DL environment outline of the essential conditions that must be fulfilled for Interaction Analysis research to play a significant role in increasing the effectiveness of DL. We conclude with a description of factors which can be combined to create favourable conditions for effective distance learning.