A meta-analysis quantitatively verified the importance of three types of interaction in distance and online learning: among students, between instructor and students, and between students and content¶
Claim · All claims
Evidence · 1 study · reviewr?·q2
Currency · newest study 2012 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Bernard et al.'s (2009) meta-analysis quantitatively verified the importance of three types of interaction in distance and online learning: among students, between the instructor and students, and between students and course content. → Abrami 2012
Evidence¶
Abrami 2012¶
Abrami, P.C., Bernard, R.M., Bures, E.M., Borokhovski, E., Tamim, R.M. (2012). Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice. In: Moller, L., Huett, J. (eds) The Next Generation of Distance Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-1785-9_4
q2 · i? · review · r?
The chapter reports, citing Bernard et al. (2009), a meta-analysis of distance and online learning that "quantitatively verified the importance of three types of interaction". No effect sizes are printed in the available text.
"In a recent meta-analysis of distance and online learning, Bernard et al. (Distance Education 25(2):175–198, 2009) quantitatively verified the importance of three types of interaction: among students, between the instructor and students, and between students and course content."
Discussion¶
Related Claims¶
- Online students value learner-to-instructor engagement strategies most among the three interaction categories — a narrower finding that bears on this claim
- In a survey of 236 blended-learning students, learners readily ranked teacher, student and content interaction, which the authors read as supporting both theses of the Interaction Equivalency Theorem — related
- Research on distance and online learning has methodological issues that need to be addressed — related
- Pedagogical challenges inherent in distance and online learning must be considered in instructional design and software development — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
three-interaction-types-verified-meta-analysis-distance-learning |
title |
A meta-analysis quantitatively verified the importance of three types of interaction in distance and online learning: among students, between instructor and students, and between students and content |
description |
A meta-analysis quantitatively verified the importance of three types of interaction in distance and online learning: among students, between instructor and students, and between students and content |
status |
review |
evidence_strength |
weak |
newest_evidence |
2012 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — abrami-2012 |
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