In particular, computer conferencing, the more advanced CMC tool, has been supportive of interactive learning environments that include learning strategies that necessitate high levels of interaction, such as collaborative learning (Kaye, 1992), knowledge sharing (Roberts, 1988), student-teacher dialogue (e.g., feedback), and collegial exchange (Harasim, 1995).

  CMC-based educational settings, such as Hiltz's (1994) "virtual classroom," promote a type of interaction that is often lacking in the traditional face-to-face classroom. There is a level of independence from time and space and a connectivity through dialogue that creates an opportunity for innovative approaches to learning.

Much analysis in this area has been based on models that list attributes of CMC, like Harasim's (1990): (a) many-to-many communication; (b) place independence; (c) time independence; (d) text-based; and, (e) computer-mediated interaction. A thread running through it all is the concept of interaction. Research has centered around what causes interaction and what results from it, the outcomes of particular interactive situations, as well as the general description of the technological aspects of the setting (e.g., What technological design components lead to more interaction?).

 In the literature, both benefits and limitations have been reported on CMC. The following are examples of the benefits and qualities of CMC suggested in research:

 democratic, egalitarian environment (Roberts, 1988; Harasim, 1989; Kaye,

   1989)

  enhanced collaboration (Harasim, 1989; Kaye, 1989; Florini, 1991; Tagg, 1994)

  reflective thinking (Roberts, 1988; Lewis & Hedegaard, 1993; Harasim, 1989)

Also, limitations have been reported:

  difficult group decision-making (Harasim, 1989; Tuckey, 1993)

  limited sharing of knowledge (Roberts, 1988)

  need for moderation and coherent organization (Roberts, 1988; Florini, 1991)

  disorientation and navigation problems (Hiltz, 1994; Harasim et al., 1995)

 A common claim in the literature is that this environment can enhance interaction, moving away from the predominate teacher-centered model where the instructor is the source of the knowledge; and moving toward learner-centered models where peer support, interaction, and collaboration is emphasized (Harasim, 1990). Kaye (1989) stated that models that support group work and collaborative interaction largely determine success.

With the integration of the Web, greater connectivity to the world is possible,

 giving learners access to a vast amount and variety of information sources (Lanfranco & Utsumi, 1993). Web-based computer conferencing is the most recent extension of the merger of these three things:

• distance education;
• computer-mediated-communication, namely computer conferencing; and,
• the Internet-based World Wide Web.

This merger is creating a new learning medium that is highly interactive in all of Moore's (1989) categories of interaction (student-student, student-content, student-teacher), and Saba's (1995) addition to Moore's typology, student-technology. In just looking at the concept of interaction, it is clear to see that a very unique situation has developed. Emerging technologies, such as Web-based computer conferencing, are creating new educational environments that may facilitate unique learning experiences.

 It is also clear, as Moore (1993) advocated, that we can not just add these new technological components to old ways of organizing teaching and learning. New technologies create unique environments. What the students do in their learning processes becomes the focus. The technology mediates and supports. So, research that links theory to distance education settings is even more important with new versions of technological environments. Gonzalez (1995) suggested that research has failed to describe what CMC is doing in theoretical terms, and that there needs to be more analysis in reference to particular teaching-learning models. Again, this becomes more critical with a newer version of CMC, Web-based computer conferencing.

 Particular to this study, is the notion that present educational technology may effectively support constructivist learning. Constructivism is emerging as a philosophical stance toward education that aligns itself with the claims about CMC, especially Web-based computer conferencing. Both constructivism and Web-based computer conferencing assume that effective learning relies on active engagement by the student,  and high levels of interaction, in social-dialogical environments and in real-world situations.  Through socially based interaction, such as collaboration, mentoring, peer tutoring, and negotiation of meaning, students are able to construct knowledge, and this leads to meaning-making (Sheingold, 1991; Jonassen et al., 1995). This learning is not a solitary, individual process; but an interactive one situated in a larger world of people, technology, and resources. Therefore, it is of interest to examine a Web-based course in order to describe and analyze the online interaction in terms of sound pedagogical theory, and a specific model of learning.