Interaction and Achievement in Online Synchronous Distance Education: Is More Always Better?

The COVID-19 pandemic accelerated the adoption of distance learning in higher education, making students’ social presence and interaction in online synchronous classes an important research focus. This study analyses learning analytics on participation, camera use, and microphone use during online classes via Microsoft Teams at a public university in the 2020–2021 academic year. Data from 16,304 students in the autumn term and 14,042 in the spring term were examined. Using the K-Means algorithm, students were clustered into high, medium, and low interaction groups. The results show that students in the low interaction group had significantly lower academic performance. In the autumn term, medium interaction students outperformed those with high interaction, while in the spring term, no significant difference emerged between the medium and high groups. Among undergraduates, medium interaction students were more successful, whereas among associate degree students, those in the high interaction group achieved the best results. This may be linked to undergraduates’ stronger independent study habits, while associate degree students tend to rely more on instructor guidance. The findings suggest that high interaction and social presence do not always enhance academic success, and interaction strategies should be tailored to the specific needs of student groups.