Abstract
Interaction research in distance education has focused mostly on learner-teacher interaction in a learning environment based on a behaviorist curriculum. This presentation focuses on factors contributing to learner-learner interaction in a distance learning course based on learner-centered and collaborative instructional design. The proposed model, which resulted from research on patterns of learner interaction in both synchronous and asynchronous computer-mediated communication modes, examines factors contributing to interaction in the areas of learner characteristics, technology attributes, and learning activities.