Learner's achievement and satisfaction in e-learning within the framework of interaction equivalency theorem

Interaction is a very important component in teaching-learning processes. It can be said that the role of interaction in learning processes is vital, especially in distance education. The types of interaction that are preferred or valued by learners in distance education applications and thought to increase motivation may differ according to the learning context. On the other hand, it is seen that there is no common literature on how and how much interaction types should be included in an online course design. The purpose of this research; is to examine the effects of different types of interaction on the satisfaction level and success of distance learners within the framework of the interaction equivalence theorem. The research also includes learners' preferences for primary interaction type and how they interpret their online learning experiences. In this study, a mixed pattern research method was used. In the first stage of this research, quantitative data were collected and analyzed and in the second stage, qualitative data were collected and analyzed through semi-structured interviews. The data was collected from 63 learners who took the ARY111-Research Methods in Social Sciences course at Anadolu University in the fall semester of the 2021-2022 academic year. As a result of the research, it was seen that the course designs based on learner-content and learner-instructor interaction positively affected learner satisfaction, while the course design based on learner-learner interaction did not affect learner satisfaction. In addition, it was seen that the course designs prepared for the three interaction types did not have a significant effect on learner achievement. The results show that learners find the interaction with the instructor more beneficial and their primary interaction type preference is learner-instructor interaction.