Empirical research on effects of interaction on elearning satisfaction and outcome: a review and future research direction

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 papers were 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. Without fulfilling these, e-learning empirical research will continue to produce inconclusive findings.