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Distance education theories indicate the importance of learner-content interaction and discuss it in conjunction with learner-instructor and learner-learner interaction. The measures of learner-content interaction are inconsistent and often measure learner-learner and learne-instructor interaction only. Using content analysis, this study examined 107 manuscripts to understand how learner-content interaction is currently measured to identify what constructs are being considered and the measurement tools being used. Results report 113 different measurement tools in use, showing a large variety of measurement items. Most tools were designed for specific cases and not built upon other relevant tools. A universal learner-content interaction measurement tool must consider being proactive; having strong pedagogical base, learner agency, motivation, and engagement; and measure a variety of learning experiences.