128 The Journal of Continuing Education in the Health Professions, Vol. 26 No. 2, Spring 2006 Published online in Wiley InterScience (www.interscience.wiley.com) • DOI: 10.1002/chp.61 Ms. Sargeant: director of program development and evaluation, Office of Continuing Medical Education, and assistant profes- sor, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia; Dr. Curran: director of research and development and associate professor (medical education), Centre for Collabor- ative Health Professional Education, Memorial University of Newfoundland, St. John’s; Dr. Allen: director of special projects, Office of Continuing Medical Education, and associ- ate professor, Faculty of Medicine, Dalhousie University, Halifax; Dr. Jarvis-Selinger: director of research, Division of Continuing Medical Education, Faculty of Medicine, University of British Columbia, Vancouver; Dr. Ho: associate dean, Division of Continuing Medical Education, and assistant professor, Division of Emergency Medicine, Faculty of Medicine, University of British Columbia, Vancouver. Correspondence: Joan Sargeant, BN, MEd, Office of Contin- uing Medical Education, Faculty of Medicine, Dalhousie University, 5849 University Avenue, Halifax, NS B3H 4H7, Nova Scotia, Canada; e-mail: joan.sargeant@dal.ca. The Journal of Continuing Education in the Health Professions, Volume 26, pp. 128-136. Printed in the U.S.A. Copyright (c) 2006 The Alliance for Continuing Medical Education, the Society for Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education. All rights reserved. Original Article Facilitating Interpersonal Interaction and Learning Online: Linking Theory and Practice Joan Sargeant, BN, MEd; Vernon Curran, PhD; Michael Allen, MD; Sandra Jarvis-Selinger, PhD; and Kendall Ho, MD, FRCPC Abstract Introduction: An earlier study of physicians’ perceptions of interactive online learning showed that these were shaped both by program design and quality and the quality and quantity of interpersonal interaction. We explore instructor roles in enhancing online learn- ing through interpersonal interaction and the learning theories that inform these. Methods: This was a qualitative study using focus groups and interviews. Using purposive sampling, 50 physicians were recruited based on their experience with interactive online CME and face-to-face CME. Qualitative thematic and interpretive analysis was used. Results: Two facilitation roles appeared key: creating a comfortable learning environment and enhancing the educational value of electronic discussions. Comfort developed gradually, and specific interventions like facilitating introductions and sharing experiences in a friendly, informative manner were helpful. As in facilitating effective small-group learning, instructors’ thoughtful use of techniques that facilitated constructive interaction based on learner’s needs and practice demands contributed to the educational value of interpersonal interactions. Discussion: Facilitators require enhanced skills to engage learners in meaningful interaction and to overcome the transactional distance of online learning. The use of learning theories, including behavioral, cognitive, social, humanistic, and constructivist, can strengthen the edu- cational design and facilitation of online programs. Preparation for online facilitation should include instruction in the roles and techniques required and the theories that inform them. Key Words: Online learning, facilitation, collegial interaction, continuing professional development, learning theory, faculty development An earlier study of physicians’ experiences with interactive online learning 1 reported that physi- cians’ perceptions of online learning were mod- erated by program design and quality but also by the quality and quantity of interpersonal interac- tion. We continue this work by exploring instructors’ roles in facilitating interaction and learning in online education and the theory that informs these roles. Background and Literature Review We reviewed literature related to physician learn- ing and interaction in face-to-face settings, facil- itated small-group learning, online interaction