Surprisingly, students had initiative more of the time in the didactic dialogues (21% of the turns) than in the Socratic dialogues (10% of the turns), and there was no direct relationship between student initiative and learning.
socratic dialogues were more interactive than didactic dialogues as measured by percentage of tutor utterances that were questions and percentage of words in the dialogue uttered by the student, and interactivity had a positive correlation with learning.