Influence of Structure and Interaction on Student Achievement and Satisfaction in Web-Based Distance Learning (Report‪)‬

Introduction Recent advancement in the web and multimedia technology is changing the way of teaching and learning. Because of the technologies' flexibility and diversity, distance learning programs using internet and multimedia contents also have proliferated (Menchaca & Bekele, 2008). In web-based distance instruction, one of the critical issues is how to design, develop and manage instructional programs to get effective, efficient learning that is attractive. For thousands of years, learning and teaching always took place in close proximity, and this has become firmly anchored in human consciousness. Learning and teaching at a distance is, therefore, regarded as something extraordinary and a kind of defect. Educators have tried to make every effort to get over this spatial separation. The first pedagogic approaches specific to distance education aimed at finding ways by which spatial distance could be bridged, reduced or even eliminated. The question was asked: what must be done to make distance equivalent to proximity in distance education? The pedagogics of distance education is derived basically from the efforts to answer to this question.