Online learning has significantly changed the educational landscape in recent years, offering advantages to both schools as well as students. Despite the fact that some faculty members are not supportive of online learning, researchers have demonstrated that the quality of online learning to be as effective as classroom learning. It has been stated by researchers that there is a need to use metrics to assess the value achieved through the use of online learning. This study measured the impact that student access to interactive technologies (discussion boards, e-mail, chats, videoconferencing, etc.) played in an online course. By restricting these technologies would they have an impact on grade delta variance and the student's perceived satisfaction? The results of this study seem to indicate that in an online course student access to a variety of student-to-student collaborative technologies had no impact on five of the seven given student survey questions or on grade delta variance. In fact, lack of access to the interactive technologies only had an impact on two survey questions, namely "I have learned a lot in this course" and "My instructor treats me fairly." Students in the restricted class responded more positively on these two questions. (Contains 5 tables.)