Socio-constructive instructional designs for online-based learning focus on interaction and communication of students to allow in-depth learning. The objective of this study is to analyze whether increased interaction of students in online-based learning settings may contribute to better outcome. We developed indicators for presence, participation, and interactivity of students. We extracted log data from the learning management system for 31 students in 10 online courses (n=123 course attendances). We correlated indicators to final grades and also applied a decision tree based machine learning approach. We found only weak to moderate correlations between the indicators and final grades, but acceptable results concerning prediction of students’ success based on the indicators. Our results support the theory that student presence and participation in online-based courses is related to learning outcome.
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