With an emphasis on learner-to-learner, learner-to-instructor, and learner-to-content interactions, this study investigates how students view various forms of interactions in Open and Distance Learning (ODL). Understanding these relationships is critical to raising student engagement and academic achievement as online learning emerges as a significant educational option. 264 undergraduate students made up the sample size for this quantitative study, which used a structured survey modified from Martin and Bolliger (2018). The results show that while learner-to-instructor interactions are heavily impacted by teaching style, feedback, and communication technologies, learner-to-learner interactions are crucial in promoting motivation, teamwork, and peer support. Furthermore, it was discovered that learner-to-content interactions were successful in enhancing subject comprehension and knowledge application; nevertheless, difficulties in critical thinking engagement and development still exist. Students' opinions on ODL interactions were generally positive, with many highlighting the value of interactive learning techniques and organised support networks. The study ends with suggestions for bridging the gap between traditional and online learning environments by improving instructional strategies and utilizing cutting-edge digital tools to increase participation.
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