MERLOT Journal of Online Learning and Teaching Vol. 3, No. 2, June 2007 142 Introduction Many theories of adult learning maintain that knowledge is actively constructed through interactions with other learners. Such theories contend that an important element in the learning process is the level and quality of interaction that occurs within a learning community (Garrison & Anderson, 2003; Moore, 1989). Through interactions, learners create new meanings, critically reflect on stated assumptions, and negotiate new learning through consensus (Mezirow, 1998). These concepts of learning are grounded in social learning theory which contends that cognitive processes experienced and observed in social settings are then internalized by individuals (Bandura, 1977; Glaser, 1990). Social learning occurs when a group exposes a learner to new understandings that challenge, extend and complement their current conceptualizations (Glaser, 1990). Examples of instructional models based on social learning theories include collaborative learning (Slavin, 1991) and reciprocal teaching (Brown & Palinscar, 1989). Within both of these instructional models, learning is developed and negotiated through the instructorfacilitated interactions among learners. A key requirement to support learning according to such models is a high level of learnerlearner interaction within the instructional environment. A strong body of research supports instructional approaches that promote learnerlearner interaction (e.g. cooperative learning; learning communities) as a means of improving student achievement. At the same time, an increasing number of adult learners are turning to online institutions of higher education (IHE) for advanced degrees and continued professional development. Over 2.5 million people engaged in some form of online learning in the last few years (US Distance Learning Association, 2004). Recent metaanalyses on the effectiveness of online as compared with facetoface education have Promoting LearnerLearner Interactions through Ecological Assessments of the Online Environment Evelyn S. Johnson College of Education Walden University Minneapolis, MN USA ejohnso4@waldenu.edu Abstract As the number of learners engaging in online education increases, a growing body of literature is developing to recommend best practices for instructors. Typically, these recommendations are oriented to a particular aspect of interaction based on Moore’s (1989) extended framework, to include learnerinstructor; learnerlearner; learner content; learnerinterface interactions, with a recent emphasis on the importance of learnerlearner interactions. However, online instructors and learners operate within a complex environment in which many aspects can have a direct impact on the instructor’s ability to facilitate learnerlearner interactions. If online education providers and instructors hope to successfully adopt practices to promote learnerlearner interaction, an assessment of the environment in which they operate to determine appropriate courses of action is warranted. In this article, a tool for examining the learning environment is presented, and implications for practice are provided. Keywords: collaborative learning; ecological assessment; learnerlearner interaction; online education