Learner-content interactivity: Instructional design strategies for the development of e-learning materials

Interaction in different forms is beneficial to the learning experience and the overall effectiveness of learning. Levels of interactivity can be interpreted into various aspects. Many scholars identify various types and different levels of interactivity (Jonassen, 1988; Rhodes and Azbell, 1985; Schwier and Misanchuk, 1993; Sims, 1994). Sims (2001) identifies four levels of interactivity in the context of the e-learning environment. They include: learner and learner; learner and teacher; learner and content; and learner and interface. This chapter discusses the level of learner-content interactivity. Since learner-content interactivity in e-learning is basically a two-way communication process between a learner and learning materials in various formats by using multimedia technology, it is important to focus on both components as potential sources to promote students' engagement. Multimedia learning content can arouse learners' interest and motivation at the beginning of participation in e-learning. It also prevents learning from becoming boring because learners must stay alert and play an active role in their learning process. With good instructional design strategies and adequate technological resources, e-learning can provide a high level of learner-content interactivity that can motivate learners to engage in their learning. By engaged in e-learning, learners are actively involved in the process of creating, problem solving, reasoning and evaluation. This chapter investigates the impact on e-learning materials and evaluate how to promote students' motivation and participation in e-learning.