Effects of Interaction on E-Learning Satisfaction and Outcome

Abstract

We have reviewed several e-learning empirical research studies that have investigated the effects of interaction on satisfaction and outcomes of e-learning, published between 2001 and 2010. Their conclusions seemed inconclusive, ranging from no relationships between interactions and two dependent variables (satisfaction and learning outcomes) to positive relationships. In-depth analyses of these empirical studies conducted by examining dependent and independent constructs and their indicators, research methods, and participants' characteristics. We conclude that the conflicting results are due to primarily different definitions of the dependent and independent constructs and their indicator variables, different research methods employed, and participant's demographic characteristics. In order to build e-learning theories and a cumulative research tradition, it is necessary to (1) define the dependent/independent constructs and their indicators, (2) employ common research methodology, and (3) test commonly accepted causal models. Further, we suggest the following three recommendation to guide the future research. They include using only dialogue, instead of mixing dialogue and interaction, conducting learning theory-based holistic approach, and proper treatment of contextual variables.