Interaction in the online learning environment has been regarded as one of the most critical elements that affect learning outcomes. This study examined what factors in learnerinstructor interaction can predict the learner's outcomes in the online learning environment. Learners in K Online University participated by answering the survey, and data from 654 respondents were analysed for this study. Results showed that factors related to instructional interaction predicted perceived learning achievement and satisfaction better than factors related to social interaction. However, it was revealed that social interaction such as social intimacy could negatively affect perceived learning achievement and satisfaction. This study has value because it found factors under learner-instructor interaction which predict perceived learning achievement and satisfaction with empirical evidence.

Employing the multiple-baseline acrosssubjects design, the authors examined the implementation and potential effect of a virtual-reality-based social interaction program on the interaction and communication performance of children with high functioning autism. The data were collected via behavior observation and analysis, questionnaires, and interviewing. The children participants demonstrated increased performance of responding, initiation, greeting, and positive conversation-ending during the intervention, and improved social competence measures after the intervention. The study also contributed salient themes on the adaptive design of a virtual-reality-based learning environment for learners with special needs. The study findings should extend the discussion on the design and usage of technology-supported informal learning environment for children with diverse characteristics and learning needs.

The purpose of this study is to identify relationships of learners’ achievement goal orientation, self-regulation, test-anxiety, self-efficacy, participation, satisfaction, and achievement in online learning environments in Korea. A total of 1,832 student responses from a Korean cyber university were used to find structural relationships of factors. Causal relationships among various variables are provided as results of this study. Achievement goal orientation –approach, self-regulated learning, test-anxiety, and self-efficacy, were positively related to participation; however, achievement goal orientation-avoidance was negatively related to participation. Test-anxiety was directly related to learning achievement and it was found that participation affected learning satisfaction and learning achievement. It was also revealed that learning satisfaction was related to learning achievement. Results of this study suggest that a comprehensive management of learners’ psychological variables, such as achievement goal orientation, self-regulation, test-anxiety, self-efficacy for designing, and managing online learning environments is important to online learning organizations, instructors, and administrators for better learner support.

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