本书以学习者为中心的原则和社会建构主义的学习方法相结合，为基于网络教学实验性地提出了一种基于学习者的交互模型。该方法所运用的定性相关设计有助于理解基于网络教学中的交互；同时，选择使用个案研究，其多样化的数据收集和分析方法使多角度研究问题成为可能。本书既对教育者如何促进在线交互有所启示，又为研究者提供了一些可能的研究方向。

本书在观察和分析基于网络英语教学中的交互式学习的基础上，采用定量分析与定性分析相结合，并辅以结构和内容分析的方法，探讨了基于网络英语教学中的交互式学习及其对学生学习效果的影响。本书以学习者为中心的社会建构主义为理论框架进行的研究表明，基于网络英语教学中的交互式学习有助于预测学生的学习结果，包括学生的满意度，感知学习以及学习动机。基于网络英语教学中的交互式学习，教师的角色得到了进一步的肯定，富有建设性的及时反馈被认为是相当有价值的。此外，本书还就如何促进基于网络英语教学中的交互式学习给出了一些建议和方法。

Chapter 1 Introduction

 1.1 The Importance of Interaction

 1.2 Statement of the Problem

 1.3 Purpose of the Study

 1.4 Background

1.4.1 Socio-cognitive perspective

1.4.2 Socio-cognitive approaches to computer-assisted language learning (CALL)

1.4.3 Web-based language teaching (WBLT)

 1.5 Web-based courses

 1.6 Research variables

 1.7 Significance of the study

 1.8 Assumptions

 1.9 Organization of the dissertation

Chapter 2 Formulation of Interaction in Web-based Courses and Literature Review

 2.1 Interaction in Web-based courses

2.1.1 Definition of interaction

2.1.2 Types of interaction

2.1.3 Equivalency of interaction

2.1.4 Multidimensional features of interaction

2.1.5 Communication modes

 2.2 Key elements for interaction in Web-based courses

2.2.1 Characteristics of interaction

2.2.2 Instructional factors affecting interaction

2.2.3 The benefits of interactive learning

 2.3 Student characteristics

2.3.1 Computer skills

2.3.2 Gender

2.3.3 Reasons for taking the course

2.3.4 Average time spent on the course per week

 2.4 A review of the effect of interaction on student outcomes

2.4.1 Student satisfaction

2.4.2 Perceived learning

2.4.3 Motivation

Chapter 3 Theoretical Framework

 3.1 Introduction

 3.2 Learner-centered principles(LCPs)

 3.3 Social constructivisn on education

3.3.1 Situated learning

3.3.2 Collaborative learning

3.3.3 Situated and collaborative learning in online education

 3.4 Summary

Chapter 4 Interaction in a Web-based English course:New Horizon College English (NHCE)

 4.1 Description of A Web-based English course:New Horizon College English(NHCH)

4.1.1 Course design

4.1.2 Roles and responsibilities

4.1.3 Online learning environment

 4.2 Interaction tools used in the Web-based NHCE course

4.2.1 The discussion forum

4.2.2 Email

4.2.3 Course learning documents

 4.3 Measures taken and activities done to achieve interaction in the Web-based NHCE course

4.3.1 Schedule by week

4.3.2 Online activities

Chapter 5 Research Methodology

 5.1 Research design

 5.2 Designing procedures

  5.2.1 Selection of participants

5.2.2 Instrumentation

5.2.3 Survey instrument

5.2.4 Pilot study

 5.3 Data collection

 5.4 Data analysis procedures

5.4.1 Quantitative data analysis

5.4.2 Qualitative data analysis

5.4.3 Structural analysis and content analysis

 5.5 Subordinate aims

5.5.1 Subordinate aim 1: Construct validity of interaction dimensions

5.5.2 Subordinate aim 2.Reliability of insteraction dimensions

 5.6 Scope of the present investigation

 5.7 Summary

Chapter 6 Results

 6.1 Description of the sample

 6.2 Item characteristics

 6.3 Subordinate aim 1:Construct validity of interaction dimensions

 6.4 Subordinate aim 2:Reliability of interaction dimensions

 6.5 Bivariate correlation analyses between predictors

 6.6 Primary aim:Research question

6.6.1 Quantitative analysis

6.6.2 Structural and content analysis

6.6.3 Qualitative analysis: Collaborative and situated learning outcomes

6.6.4 Other findings

 6.7 Summary

Chapter 7 Discussion

 7.1 Overview of the problem

 7.2 Overview of the research design

 7.3 Construct validity findings

 7.4 Research question:Interpretation of regression analyses findings

7.4.1 Student satisfaction

7.4.2 Student perceived learning

7.4.3 Student motivation

7.4.4 Summary of regression findings of student outcomes

 7.5 Promoting online interaction

7.5.1 Teachers' role

7.5.2 Learners' role

7.5.3 Strategies for promoting online interaction

 7.6 A tentative presentation of a learner-based interaction model for Web-based courses

Chapter 8 Conclusion

 8.1 Major findings in the study

8.1.1 Summary of findings for quantitative analysis

8.1.2 Summary of findings for structural and content analysis

8.1.3 Summary of findings for qualitative analysis

 8.2 Contributions

8.2.1 Theoretical contributions

8.2.2 Methodological contributions

 8.3 Implications

8.3.1 Educators

8.3.2 Researchers

 8.4 Limitations of the research

8.4.1 Research design limitations

8.4.2 Criticism of the theoretical framework

 8.5 Suggestions for future research

Appendices

References