There are several elements that can help provide information about the effects of academic programs in their various modalities. At the same time, however, the most widely accepted indicators are often related to student performance and student retention issues. Within this context, many so-called legitimate tasks of online teachers are either relegated for being less of importance or justified for the fact that they aid online learning. This paper assesses the effects of online interactions and measures the performance of both professors and students in an e-learning system. This results obtained from this translate into specific academic achievement indicators. Similar indicators were analyzed in a group of 27 undergraduate students in the distance education modality by means of an exploratory study that was based on descriptive analysis. This was primarily done by identifying key effects of the system by means of factorial variance. In this way, the study is not merely about obtaining approval ratings, but rather serves as a global and comprehensive analysis of a vast number of cases where acquisition of knowledge and skills are seen as being essential to this process. Among the key results that were obtained, there was the need for providing teaching activities that were based on both communication and cognitive elements and that provide reasoning, motivation and feedback. Their implications continue to be used as a key area of discussion concerning the dynamics of teaching in this modality as some institutions hold the view that it is necessary to provide a greater workload for students- i.e. with the aim of maximizing the online learning experience