Predicting learning from student interaction: Defining the interaction variables

Abstract

The results of four recent studies of student interaction and learning are summarized and integrated to demonstrate (a) the power of specific student interaction variables and sequences of behavior in predicting achievement in small group settings, and (b) the uninterpretability of results based on general measures or isolated behaviors. Conflicting results from other studies are re‐interpreted in light of the importance of specific variables and sequences of behavior. The implications of these results for the measurement of student interaction are discussed.