Abstract :
The beneficial effects of learners interacting in online programmes have been
widely reported. Indeed, online discussion is argued to promote studentcentred
learning. It is therefore reasonable to suggest that the benefits of online
discussion should translate into improved student performance. The current
study examined the frequency of online interaction of 122 undergraduates and
compared this with their grades at the end of the year. The findings revealed
that greater online interaction did not lead to significantly higher performance
for students achieving passing grades; however, students who failed in their
courses tended to interact less frequently. Other factors that may be salient in
online interactions are discussed.
