An important factor in online learning is how students are afforded opportunities for interactions to create their own knowledge and attain high levels of student satisfaction. In open distance learning, three types of interaction were initially distinguished: interaction with content, with the lecturer and with fellow students. As technology plays an essential role in online learning, interaction with technology was added. This study was conducted at an open distance learning institution using a blended learning approach. Since it was the first fully online course for first-year Education students, the purpose of the study was to determine students’ experiences of their learning in order to consider how offering the course online might affect their satisfaction and academic success. Within a connectivist paradigm, the research used a case study involving questionnaires with closed and open-ended questions. Findings confirmed the value of interaction on all levels and pointed towards the challenges in interaction with technology. Based on these findings, the study suggests that lecturers should consider the contexts of students when planning and designing online courses. As a result, it remains the university’s responsibility to put systems in place to support and prepare students.

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语境问题：远程学习中互动的学生体验

在线学习中的一个重要因素是如何为学生提供互动机会，以创造自己的知识并获得高水平的学生满意度。在远程开放学习中，最初区分了三种类型的交互：与内容，与讲师和与同学的交互。由于技术在在线学习中起着至关重要的作用，因此增加了与技术的交互。这项研究是在开放式远程教育机构中使用混合学习方法进行的。由于这是针对一年级教育学生的第一门完全在线课程，因此该研究的目的是确定学生的学习经验，以便考虑在线提供课程如何影响他们的满意度和学业成就。在连接主义范式中，该研究使用的案例研究涉及带有封闭式和开放式问题的问卷。研究结果证实了互动在各个层面上的价值，并指出了与技术互动方面的挑战。基于这些发现，研究建议讲师在计划和设计在线课程时应考虑学生的情况。因此，大学仍然有责任建立适当的系统来支持和培养学生。