This quantitative, correlational study used learning analytics to examine correlations between predictor variables (student-content, student-instructor, and student-system interactions) and criterion variable (student-student interactions) and to determine if the four predictor variables were significant predictors of grades in graduate students at a private, faith-based university in the southwestern region of the United States. In this study, student-student interactions served as a criterion variable in RQ1, RQ2, RQ3 and as a predictor variable in RQ4. The sample used in this study were 134 graduate students enrolled in education and counseling online courses. The theoretical foundation was based on the Community of Inquiry model. The data was extracted from Moodle LMS using learning analytics. Data was analyzed using Pearson's correlation and using multiple linear regression. The results of the study indicated a strong positive significant correlation: 1) between student-content and student-student interactions (r=0.421), 2) between student-instructor and student-student interactions (r=0.321), and 3) between student-system and student-student interactions (r=0.605). The regression model with four predictor variables was not statistically significant, F(4, 129) = 2.28, p = 0.07, which indicates that the combined effects of the four predictor variables did not significantly predict the grades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]