Study of the Relationship of the various Interaction Types in E-learning with Collaborative Learning Quality (Case Study of Master's Students in Environmental Education)

The e-learning system as an educational approach of the present age has always been faced with complexity of the interaction and quality of Collaboration in learning, hence the experts in this field have prepared different solutions. Accordingly, the purpose of this study was to investigate the relationship between the various types of interaction in e-learning with collaborative learning quality. This study is a descriptive-correlational and conducted through a survey method. The statistical population of the study consisted of 172 undergraduate students of e-learning in environmental education, Using Cochran's formula, 120 of them were selected by simple random sampling and completed a researcher-made questionnaire whose validity and reliability were confirmed. The research findings were analyzed using descriptive and inferential statistics. The results of Pearson correlation coefficient show that there is a meaningful and direct relation between the types of interaction (teacher-student, student-student, student-content, content-teacher, teacher-teacher) with collaborative learning quality in e-learning, While There was no significant relationship between interaction (content-content) and the quality of collaborative learning. Also, the results of the Friedman test, used to rank the types of interaction, showed that student-student interaction had the most importance in collaborative learning, and the interaction between "teacher-teacher" and "content-content" had the least importance among types Interactions. Therefore, it seems that the interactivity that exists between students ensures the quality of collaborative learning in e-learning.