Distance education requires an instructional design approach that can lead to educational transformation. This is characterised by advanced flexibility, learner autonomy and extensive use of digital technologies to enhance learning outcomes. The main feature of such methodology is the physical distance between teaching staff, peers and educational institutions. Various technological tools are used to bridge this distance and improve communication and interaction. This article attempts to review the literature in the field, with the aim of highlighting strategies for enhancing communication and interaction in online learning environments. After discussing the theoretical framework for online communication and interaction, the authors outline the factors involved in creating well-structured, interactive and dynamic online courses and programmes for higher education students. The article explores the multi-dimensional aspects of communication in online learning environments and the differing forms of interaction involved. Using qualitative methods, the authors’ aim is to produce a framework to help tutors and instructional designers develop more effective online courses in higher education. In addition, this article may be of value to researchers and scholar-practitioners interested in communication issues, to online learning designers, and to institutional managers recruiting teaching staff for online educational courses.

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远程高等教育中的在线交流与互动：良好实践的框架研究

远程教育需要一种能够导致教育转型的教学设计方法。其特点是高度的灵活性、学习者的自主性和广泛使用数字技术来提高学习成果。这种方法论的主要特征是教师、同伴和教育机构之间的物理距离。各种技术工具被用于弥合这种距离并改善沟通和互动。本文试图回顾该领域的文献，目的是强调在在线学习环境中加强交流和互动的策略。在讨论了在线交流和互动的理论框架之后，作者概述了创建结构良好的、面向高等教育学生的互动和动态在线课程和计划。本文探讨了在线学习环境中交流的多维方面以及所涉及的不同互动形式。使用定性方法，作者的目的是建立一个框架，帮助导师和教学设计者开发更有效的高等教育在线课程。此外，本文可能对对交流问题感兴趣的研究人员和学者从业者、在线学习设计者以及为在线教育课程招聘教师的机构管理人员有价值。作者的目的是建立一个框架，帮助导师和教学设计者开发更有效的高等教育在线课程。此外，本文可能对对交流问题感兴趣的研究人员和学者从业者、在线学习设计者以及为在线教育课程招聘教师的机构管理人员有价值。作者的目的是建立一个框架，帮助导师和教学设计者开发更有效的高等教育在线课程。此外，本文可能对对交流问题感兴趣的研究人员和学者从业者、在线学习设计者以及为在线教育课程招聘教师的机构管理人员有价值。