Frequency, Intensity and Topicality in Online Learning: An Exploration of the Interaction Dimensions that Contribute to Student Satisfaction in Online Learning Kathleen Burnett, Laurie J. Bonnici, Shawne D. Miksa and Joonmin Kim This article analyzes dimensions of interaction that contribute to student sat- isfaction in Web-supported courses. Researchers examined chat logs and discussion board postings for eight graduate courses in fall 2000 at the Florida State University School of Information Studies, and conducted focus group interviews in spring 2001 with 14 online and local students. Interac- tion was examined along three dimensions: frequency, intensity and topical- ity (FIT). Of the eight courses, one received a FIT ranking of high, three received a FIT ranking of low, and four received a FIT ranking of medium. Dimensions of interaction contributing positively toward online learning in master's courses in library and information studies (LIS) were explored to help LIS educators design, develop, and implement online courses that are both more effective in their support of learning and more satisfying to students and instructors. Introduction This article identifies and analyzes the dimensions of interaction that con- tribute to student satisfaction in Web-supported courses. The study was conducted between 2000 and 2002 at the Florida State University (FSU) School of Information Studies (now College of Information). The research- ers examined chat session logs and discussion board postings for eight master's courses taught online in fall 2000 utilizing a codebook and coding procedures developed in an earlier pilot study during the summer of 2000. Focus group interviews were conducted in spring 2001 with 14 online and local students in these and other online courses. Interaction was examined along three dimensions: frequency, intensity and topicality (FIT). In this study, frequency was defined as the mean number of interactions per student enrol led occurring each weekday during an academic term. In- tensity was defined as the total number of statements generated by students, J. of Education for Library and Information Science, Vol. 48, No. 1 -Winter 2007 ISSN: 0748-5786 ©2007 Association for Library and Information Science Education 21