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This paper is a study on the interaction patterns of distance learners enrolled in the Mathematics and Physics programmes of Universiti Sains Malaysia in the videoconferencing learning environment (VCLE). Interaction patterns are analysed in six randomly chosen videoconferencing sessions within one academic year. The findings show there are more interactions in the graphics display mode than the video display mode. The graphics display mode, which involves the simultaneous interaction of the teacher, students and course materials, shows greater student engagement in the VCLE. The focus on a three-component interaction in distance learning differs from previous studies which looked at distinct types of two-component interactions. The types of communicative interaction, in particular the explanatory and cognitive types which are dominant in the graphics display mode, are discussed within the construct of learning. The higher number of teacher-initiated interactions may also imply that the teacher plays a crucial role in creating and maintaining a community of inquiry focused on exploring and developing content as well as giving feedback on concepts, ideas or solutions. IntroductionWith the advent of advanced technology, distance education practices have evolved from didactic conversation utilising a simple dedicated telephone line for two-way communication and a self-instructional package to providing a learning experience almost as real as that found in a face-to-face traditional learning environment. While guided didactic conversation is no longer the pervasive characteristic of distance education, Chen and Willits (1998) found that dialogue in the form of in-class discussion remains

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