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In this chapter, part of a research project developed over three years (2005-07) is presented. Its main objective consisted in describing the relationship between the quality of interaction in asynchronic discussion forums and the quality of learning achieved in experiences of elearning formation. The current work identifies the way in which interaction actually contributes to the quality of learning. This is achieved on the basis of a descriptive research where the emphasis is on a positive relationship between the quantity and quality of the discourse of the participants, and the quality of the learning achieved and reflected in the different instances of the evaluation. All of this allows questions which motivate further investigation of this relationship in greater depth. Whether e-learning theory sustains interaction is very important for quality learning, but up to now we have not known how to boost the value of constructing knowledge and learning with others in e-learning experiences. The results of the research were expected to explain if a relationship between interaction and learning exists and how it can be described. The evidence collected allows us to recognize and to confirm the importance of facilitating cognitive discussions to build relevant and significant learning for students. Although three of the four cases confirm the fundamental theory, the fourth opens new perspectives to be developed in the future as a research line.

How Can We Explain the Relationship Between Quality Interaction and Quality Learning in E-Learning? A Maximum Variability Study in Four-Cases