The Interactive Conundrum I: Interactive Constructs and Learning Theory

I argue that the conundrum exists because the perceived advantage of interactivity in CEL is based on its equivalence to real-life teacher-learner communication. But can (or should) computer-based applications attempt to replicate this level of communication? The evolution of educational technology has been reinforced by rhetoric (from both manufacturers and developers) that computers are inherently interactive and therefore beneficial, especially to learning. In reality however, the interactivity demonstrated is frequently little more than mouse-clicks and generalised, repetitive, non-adaptive feedback.