the three types of interactions

Change the way you give instruction and create activities. "Instead of the same old presentation slides and reading from the textbook, make things more interesting and engaging with interactive games...quizzes...video and audio clips...online whiteboards" (Athuraliya, 2021).

Learner-Content Interactivity

Teachers should plan their lessons for the week and share a weekly and/or daily agenda with students so that they know what to expect and what tasks are to be completed that week. "Share the plan with your students via email or a communication platform if you are using one to stay in contact with the students or their parents. This will allow you as well as the students to prepare ahead of time for the lesson" (Athuraliya, 2021). Students will be able to use this material to learn the content and share their learnings through created content for assignments.

Teachers should use the following to assist the students in learning materials:

"Offer feedback on student written work in Google Docs (via comment feature), connected to task learning objectives, during their drafting process
Embed short quizzes in between new learning modules to help you and students understand where they are and where they need to be before moving forward
Set up a discussion board where students reflect on their learning and you respond with both acknowledgments of evidence of their learning as well as questions to extend their thinking" (Michigan Virtual Learning Research Institute & Michigan Virtual, 2021).

Learner-Content Interactivity Ideas:

Kahoot!
- Teachers can create practice quizzes where students can practice and re-teach themselves material to interact on their own asynchronously.
Peardeck
- Peardeck is a Google Slides add-on where teachers can add content such as quizzes, matching, and drawing ideas where students can interact with content.
Youtube Playlists
- Teachers can send students YouTube playlists either pre-created or teacher-created and allow students to reflect on their own learning from the videos.

Learner-Instructor Interactivity

Teachers will teach material via interactive modalities during both synchronous and asynchronous class meetings. Teachers should allow students to have daily check-ins for attendance where they also allow students to share how they are doing/feeling as well as share what they have learned or need help with. (Galvan Russell, 2020). Teachers can use data from these check-ins to follow-up with students and offer individual coaching and reteaching.
"Make online learning as interactive as possible. Students need opportunities not just to listen or read but to actively process the information being presented." (Wexler, 2020).
To engage and motivate students, teachers should try to activate student participation by "...making goals and expectations very clear, specify when students should show up and what they should complete (Wexler, 2020).
"Students need much more support and feedback in the online environment than in a traditional course. This is because students may feel alienated in the virtual classroom and they are still getting used to learning outside the face-to-face classroom experience. Using effective feedback strategies will enable the instructor to identify and meet individual student needs as well as encourage students to participate and continue to participate at a high level" (Michigan Virtual Learning Research Institute & Michigan Virtual, 2021).
"...when teaching remotely, put the emphasis on formative feedback as students work through assignments and tasks, rather than simply grading them at the end" (Gonzalez, 2020).

"Offer multimodal instructions. If possible, provide both written and video instructions for assignments, so students can choose the format that works best for them. You might also offer a synchronous weekly or daily meeting..." (Gonzalez, 2020).

Learner-Instructor Interactivity Ideas:

Zoom Meetings/Google Meet Meetings
- Teachers can create meetings for students to be able to interact one-on-one or whole-group with the instructor so that they can not only develop relationships, but learn directly from the teacher (Wexler, 2020).
Flipgrid
- By creating their own videos sharing their learning, teachers can give direct feedback to students in a way that they enjoy (using videos) and allows students to see and hear feedback rather than simply getting a grade (Gonzalez, 2020)
Google Doc Comments
- Teachers can add comments to students' assignments in Google Docs, Sheets, and Slides and can assign ways for students to improve their work and continuw their learning. Students can respond to these comments and have a discussion with the teacher asynchronously.

Also encourage your students to work together with others in class such as sharing notes or resources when they miss a class, helping out with assignments, and discussing lessons among themselves" (Athuraliya, 2021).

Learner-Learner Interactivity

Students must feel safe and comfortable in their learning environment whether in-person or online in order to be able to collaborate. "Create a positive learning environment online by allowing students to take notes and ask questions in real-time...use a communications platform to allow students to share their thoughts, questions, and resources they discover...also encourage your students to work together in class..." (Athuraliya, 2021).
Teachers should use synchronous learning time to facilitate group work and allow students to work together and/or collaborate on projects demonstrating their learning. "While it’s nearly impossible to arrange for 30 students to attend a meeting at once, assigning four students to meet is much more manageable. Kitchen likes “campfire groups,” which are permanent groups of about four that stay together for long periods of time. This arrangement allows students to get to know each other better and establish more trust. Students might be rearranged for other activities to provide some variety, but the campfire groups would provide a stable base throughout the school term" (Gonzalez, 2020).
"...keep direct instruction—things like brief video lectures and readings—in asynchronous form, using checks for understanding like embedded questions or exit slips. You can then use synchronous meetings for more interactive, engaging work" (Gonzalez, 2020).

Learner-Learner Interactivity Ideas:

Breakout Rooms in Zoom Meetings/Google Meet Meetings
- Teachers can create meetings for students to be able to interact with each other so that they can not only develop friendships but learn to collaborate and not feel alienated while working virtually (Michigan Virtual Learning Research Institute & Michigan Virtual, 2021).
Flipgrid
- When creating videos reflecting on their learning, students can also respond to each other (should the teacher allow) and share either connections made or ideas that they had not seen before.
Collaboration projects
- Teachers can assign projects where students work collaboratively to encourage teamwork and allow students to not feel alone while working virtually (Michigan Virtual Learning Research Institute & Michigan Virtual, 2021).

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