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Contemporary literature on online and distance education almost unequiv-ocally argues for the importance of interactions in online learning settings. Nevertheless, the relationship between different types of interactions and learning outcomes is rather complex. Analyzing 204 offerings of 29 courses, over the period of six years, this study aimed at expanding the current understanding of the nature of this relationship. Specifically, with the use of trace data about interactions and utilizing the multilevel linear mixed modeling techniques, the study examined whether frequency and duration of student-student, student-instructor, student-system, and student-content interactions had an effect of learning outcomes, measured as final course grades. The findings show that the time spent on student-system interac-tions had a consistent and positive effect on the learning outcome, while the quantity of student-content interactions was negatively associated with the final course grades. The study also showed the importance of the edu