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The word interactive, when used to describe computer based learning resources, has tended to imply better experiences, more active learning, enhanced interest and motivation. But despite the investment in productions to date, this interactive condition has not been consistently realised. Although the surge in internet based communications and collaboritive learning activities ha extended the opportunities for human-human communication, the complexity of learner-computer interactivity has yet o be fully unravelled. This paper examines the relationship between the independent learner and computer based learning resources, which continue to be integral to educational delivery, especially in the training sector. The first part of the discussion focuses on the major dimensions of interactivity and the different ways they have been characterised in computer based learning environments. The second part of the paper reviews the way storytelling structures and narrative have been promoted as effective strategies for enhancng comprehension and engagement in computer based learning applications.The third part of the discussion proposes that by conceptualising the learner as actor, a form of learner-designer communication can be established.