Assessing the impact of substituting interaction types: an empirical study of the interaction equivalency theory

Abstract Studies on learner–learner and learner–instructor interaction provide insight into the preferences and perceived effects of interaction types. However, evidence of the impact on measured performance resulting from substituting learner–content interaction for learner–learner interaction is sparse. Using an experimental design, this study examined the impact of substituting interaction types on perception of workload, perception of learning, and measured performance in an online, asynchronous, undergraduate-level setting of formal distance education. The results of this study showed (a) learner–learner interactions were perceived to be significantly more work than learner–content interactions, (b) learner–content interactions were perceived to be significantly more helpful in learning the material, (c) there was no significant difference in measured performance between the two interaction types, (d) interaction type did not significantly moderate the relationship between perception of workload and measured performance, and (e) interaction type did significantly moderate the relationship between perception of learning and measured performance. Implications and recommendations are also provided to inform future researchers and practitioners.