摘要：This case study investigated patterns of interaction and participation in a large online course. 88 Korean
undergraduates participated in online fora during 2 weeks. It was found that there was a comparatively high
portion of metacognitive interaction and higher phase of knowledge construction. However, it was found that
students posted required number of messages at once around due date and selectively responded to peers¡¯
initiations without turn-taking. There were few responses despite many readings of peers¡¯ postings to meet the
required number and type of posting. The results showed that the discussion question and evaluation criteria
influenced patterns of interaction and participation, and the phase of knowledge construction. Online
instructional strategies were suggested for successful online discussion, especially to achieve sustainable
discussion.
关键词：Online interaction, Asynchronous fora, Knowledge construction
