Online education has become an integral part of modern academia, providing opportunities for learners to access a world of knowledge from the comfort of their own homes. However, ensuring that these online learning spaces are conducive to meaningful learning can be a challenging endeavor. This is where the Interaction Equivalency Theorem, proposed by Anderson in 2003, comes into play. The theorem asserts that meaningful learning can be achieved in online learning environments if one of three types of interactions is present at a high level: learner-content, learner-teacher, and learner-learner interactions.