我以前没有意识到这类人，也就是那种相互作用的人，会把它归因于社交焦虑或害羞。这一点我以前从未真正接受过，因为我在社交场合并不特别害羞或内向，也不会因为在网上发表自己的观点而感到害怕。然而，我可以看出，我有许多替代性的交互作用者的特征。我喜欢观察和处理直接的互动，通常在我和别人互动之前，我确实从别人的行为中学习。我发现反思我的学习方式是很有用的，我认为这在我的教学中也起着很大的作用。这一点在我参与教师培训时尤为明显，我喜欢观察参与者的行为，并将思路和想法结合在一起。我认为这在培养社会学习环境时很有效。正如Garrison & Cleveland-Innes(2010)所指出的，互动在任何教育经历中都扮演着中心角色，在线学习也不例外。我在杂志上曾指出,我觉得有两种类型的在线学习,在线一个老师教一个类,通过工具如Adobe连接,类似于一个讲座,一个老师使用LMS提供学习资料和相当不干涉。我现在开始认为，教师需要更积极地监控进步和应对新出现的需求，同时也要充当社会经验的促进者。
I was not previously aware of this category, the vicarious interactor, and would have put it down to social anxiety or shyness. This has never really sat well with me before, as I am not especially shy or introverted in social situations, and do not feel intimidated by posting my own opinions online.However, I can see that I have many traits of the vicarious interactor. I like to observe and process direct interaction, often before interacting myself and I do learn from the actions of others. I find it useful to reflect on my learning style and I think that this also plays a big part in my teaching. This is especially true when I am involved in teacher training, I like to observe the actions of participants, and draw threads and ideas together. I think that this works well when cultivating a social learning environment.As stated by Garrison & Cleveland-Innes (2010), interaction plays a central role in any educational experience, and online learning is no exception. I had previously noted in my journal that I felt that there were two types of online learning, one where the teacher taught a class online, through a tool such as Adobe Connect, that would be similar to a lecture, and one where the teacher used an LMS to provide learning materials and was fairly hands-off after that. I now started to think that the teacher needs to be more active in monitoring progress and reacting to emerging needs, and also to act as a facilitator to the social experience.