Also, it is clear that there is a relationship between these two qualities in distance courses. Some studies reveal deep doubts among students and faculty that distance learning ever can have the degree of interaction in a non-distance environment. Faculty must alter both course design and teaching strategies to take advantage of technologies and assure maximum interaction. The rubric shown below in Figure 1 has four separate dimensions that contribute to a course's level of interaction and interactivity. Figure 1 .
Students interact indirectly or directly only with instructor and only when required.
Instructor provides opportunities for students to exchange information on their background and experiences, either through written summaries or online bio forms Students are required to communicate with the instructor by asking questions and responding to instructor questions, but all class activities are designed to be done on an individual basis. Students interact directly with instructor and other students but only when required. Instructor provides a small group or large group activity at the beginning of a course for students to get to know one another. Instructor has at least one activity that requires students to work in pairs or small groups on tasks or projects. In addition to the above, students are required to make use of chatrooms for planned discussions and exchanges of information.