The original article that posited the Equivalency Theorem for the first time.
- Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distance Learning (IRRODL), 4(2).
The two theses
Thesis 1. Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student–student; student–content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience.
Thesis 2. High levels of more than one of these three modes will likely provide a more satisfying educational experience, although these experiences may not be as cost- or time effective as less interactive learning sequences.
Conceptualizing the Theorem’s two theses in terms of quality and quantity dimensions:
- Miyazoe, T., & Anderson, T. (2010). The interaction equivalency theorem. Journal of Interactive Online Learning (JIOL), 9(2), 94-104.
Most recent work regarding the Theses core concepts:
- Miyazoe, T. (2012.02.27). Getting the Mix Right Once Again: A Peek into the Interaction Equivalency Theorem and Interaction Design. ALT News Letter.