An increase in student participation (or interaction) is evident as eLearning courses progress

Instructors perceive the frequency of communication with students as an indicator of interaction

Course structure, class size, feedback and experience in eLearning contexts are perceived as factors influencing levels of interaction

Social exchange and patterns of communication are perceived as exemplifying interaction

Cooperative or collaborative activities are perceived to foster interactivity

Peer participation and instructor feedback are perceived as significant elements of interactivity

Explicit patterns of interaction can occur between instructors and students and among students

High levels of interaction need to be modeled by the instructor for students

A cooperative goal structure requiring students to interact with other students can promote interaction

eLearning courses are learner-centered but demand higher levels of commitment and responsibility from students

Interpersonal issues and creation of an initial welcoming atmosphere are important in eLearning courses

Different technologies can support different kinds of instructional activities (or interactions)

A single technology delivery mechanism can support varying types of instructional strategies or interactions

Asynchronous and synchronous forms of communication afford different instructional strategies

Small groups using asynchronous communication demonstrate task-directed behavior in problem solving

Similarities are found between online and face-to-face interaction

The instructor’s role is significant in promoting interactivity and indicates a change in role from face-to-face instructional contexts.

Instructors’ teaching style and background impacts course design, structure and level of interactivity implemented

Instructors report that they spend more time (interacting) in an eLearning course than in traditional courses