Student-student interaction: the neglected variable in education
Integrity signals
Registry
Cites
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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
MOOC learners are numerous and possess diverse educational backgrounds; interactions are constrained by professional backgrounds and foundational knowledge, making student-student interaction superficial when knowledge disparities are excessive.
“MOOC learners are numerous and possess diverse educational backgrounds. Interactions among learners are often constrained by their professional backgrounds and foundational knowledge. When learners at different levels exhibit excessive knowledge disparities, interactions may become inefficient, rendering SSI largely superficial (Johnson, 1981).”
From Exploring the factors influencing college students’ learning satisfaction in generative AI-supported MOOCs learning environment: a learning experience framework perspective (2025) · cites this paper as Johnson, 1981
Cited by
Sorted by citations
Task-Related Verbal Interaction and Mathematics Learning in Small Groups
Webb, N. M. (1991) · Journal for Research in Mathematics Education · doi:10.2307/749186 · Cited by 655 · see citing works
Lv, P., Wang, X., Nie, Y., Wu, R., & Wang, L. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1633686 · Cited by 5 · see citing works
- Authors
- JOHNSON, D. W.
- Affiliations
- University of Minnesota (US)
- Corresponding author
- JOHNSON, DAVID W.
- Venue
- Educational Researcher
- Published
- 1981-01
- Volume
- 10
- Issue
- 1
- Pages
- 5-10
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2082672213
- Cited by
- 255
- References
- 0
- Citations by year
- 2026: 1 · 2025: 5 · 2024: 2 · 2023: 9 · 2022: 9 · 2021: 7 · 2020: 8 · 2019: 5 · 2018: 10 · 2017: 8 · 2016: 7 · 2015: 8 · 2014: 13 · 2013: 4 · 2012: 6
- FWCI
- 52.79
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Researcher (publishedVersion)
- Topics
- Social Sciences › Education › Educational Environments and Student Outcomes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Keywords
- student-student interaction, peer interaction, classroom interaction, peer learning, social interaction in learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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