OER Knowledge CloudJournal ArticleGarrison, D. RandyCleveland-Innes, MarthaThis study assessed the depth of online learning, with a focus on the nature of online interaction in four distance education course designs. The Study Process Questionnaire was used to measure the shift in students' approach to learning from the beginning to the end of the courses. Design had a significant impact on the nature of the interaction and whether students approached learning in a deep and meaningful manner. Structure and leadership were found to be crucial for online learners to take a deep and meaningful approach to learning.2005EnglishAmerican Journal of Distance Education193133-148Canada10.1207/s15389286ajde1903_2http://www.tandfonline.com/doi/abs/10.1207/s15389286ajde1903_2http://www.tandfonline.com/doi/abs/10.1207/s15389286ajde1903_20892-3647yesinteractioninteraction designdeep learningleadershipstudy processhttp://www.tandfonline.com/doi/abs/10.1207/s15389286ajde1903_2https://www.researchgate.net/publication/232891086_Facilitating_Cognitive_Presence_in_Online_Learning_Interaction_Is_Not_EnoughCanada, North America