Developing, testing and refining of a model to understand the relationship between peer interaction and learning outcomes in computer‐mediated conferencing

Our pervasive adoption of CMC in higher education has far outpaced our understanding of the nature of CMC and, accordingly, how this medium should best be used to promote higher‐order learning (Garrison, Anderson, self‐reported peer interaction had a strong direct effect (0.66) on self‐reported learning outcomes.