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Abstract:
As ODL theories evolve towards interactive and transactional models, much research has been done analyzing different interactions in ODL systems. This paper is a case study of a learner-moderated discussion group at BeiwaiOnline, a virtual institution for higher learning. The research questions concern group motivational pattern, group working mechanisms, pattern(s) for discussion matters, peer influence, role for tutor moderation, and perceived effects on learning results. The focus of the study is on the discovery of the features and patterns of learner-learner interactions at BeiwaiOnline.

Key words: learner-learner interaction, ODL, discussion group, virtual institution

1 Literature review
The physical distance separating teachers from learners in educational contexts has not only created a new educational mode (ODL) but also produced a wealth of research on the nature of the distance per se and its far-reaching effects on the patterns of learning and teaching behaviors.

Centering on the concept of distance, different theorists and researchers have contributed their findings.Moore (1993: 22) theorizes the distance as transactional distance and explains that "with separation there is a psychological and communications space to be crossed, a space of potential misunderstanding between the inputs of the instructor and those of the learner. It is this psychological and communications space that is the transactional distance." Transactional distance (TD) is a function of dialogue and structure in which TD increases when dialogue decreases and structure increases (Moore, 1991). "The concepts of dialogue and interaction are very similar."(1993: 23-24). The importance of TD theory pinpoints a framework for building an effective learning environment by balancing the interplay of structure and dialogue to fit the programs" intended purpose. Moore's theory provides a way to describe varying levels of teacher-student interaction. Successful distance education depends on the provision for appropriate opportunities for dialogue between teachers and learners as well as the appropriate structuring of learning materials.

Wolcott (1996) develops the construct of psychological distance and expounds that "Psychological distance refers to the psychological effects of physical separation; that is, how real physical distance functions psychologically. On another level, psychological distance also refers to the mental dimension of separateness or dissimilarity between people, often used synonymously with social distance (p. 23)" Wolcott emphasizes the importance of rapport. The absence of rapport can lead to isolation for learners. The loneliness of distance learners has become a major research issue in ODL systems (Donahue, 1996; Brown, 1996).

To create successful learning experiences for distance learners, it is paramount not to ignore the distance between teachers and learners. Nor should the distance be taken literally as a simple physical phenomenon. The psychological and social consequences resulting from the physical distance need to be taken into full consideration by teachers and researchers.

To effectively reduce the transactional and psychological distance, interaction becomes a major research topic for ODL researchers. Garrison and Shale (1990) state that, fundamentally, education is an interaction among teacher, student, and subject content. Wagner (1994) explains that "an instructional interaction takes place between a learner and the learner's environment. Its purpose is to respond to the learner in a way intended to change his or her behavior toward an educational goal"(p. 8). Moore (1989) categorizes three types of interaction as learner-content interaction, learner-instructor interaction, and learner-learner or inter-learner interaction. Later, a fourth interaction of learner-interface or learner-technology evolves due to the content delivery considerations within the context of distance education. With the increased application of ICTs in ODL systems, creation of varying levels of different types of interactions have ever enjoyed such flexibility and creativity. Interactions have become a crucial part in distance learner support system to facilitate learner-centeredness and reduce the perceived distance in distance education.

1 The writers thank all members of "English Stars Group" for their support for and participation in the study.

This paper analyzes a learner-moderated special interest group of BeiwaiOnline, one of the first accredited tertiary-level virtual institutions in China. The focus of the study is on the discovery of the characteristics and patterns of learner-learner interactions at BeiwaiOnline and provides suggestions for future research.

2 The study
2.1 Research background
Among the first batch of accredited virtual institutions in China, The Institute of Online Education, Beijing Foreign Studies University (shortened as BeiwaiOnline) provides tertiary and above level degree programs in foreign languages, especially in English.

"English Stars Group" is the first learner-initiated, learner-moderated, and learner-maintained special interest group with its focus on improving group members' listening and oral skills in English. The group's name well expresses its aspirations for establishing the group: to become stars in English learning. Initiated by a BeiwaiOnline learner, the group took its shape in 2002 with those who developed the same idea by repeatedly visiting BeiwaiOnline general forums and synchronous chatrooms. On March 30, 2003, with the help of BeiwaiOnline Learner Support Center, the group was granted its own asynchronous forum with two moderators for their group and a synchronous chatroom. The group has posted 1458 posts with 147 topics on their forum and held 14 synchronous programs when this study is being done (August 4, 1993). Though the group is open to all BeiwaiOnline learners, there are 14 key members recognized among the group who have contributed 20 to 728 posts for each till the study is done.

2.2 Research questions
As a pioneer learner-moderated discussion group and one of the most dynamic online groups at BeiwaiOnline, this group is well worth researching in numerous areas. The research questions for this study are listed below.

Question 1: Is there a common background profile among the group members
              that makes them a group?
Question 2: Is there a common motivational pattern among the group
              members to start the discussion group?
Question 3: Is there a common motivational pattern among the group
              members to participate group activities?
Question 4: Is there a shared group working mechanism that keeps the
              group homogeneous and functional?
Question 5: Is there a pattern on the matters discussed by the group?
Question 6: Is there a need for tutor moderation in group interactions?
Question 7: Is there perceived peer influence among group members on
              their learning habits?
Question 8: Are there perceived effects of this discussion group on
              group members?English learning?

2.3 Research methods
The study is carried out in three steps.

First, a questionnaire survey is conducted among the 14 key members of the group by sending them the questions via email. Eleven returned their valid answer sheets, accounting for 79% of total subject population.
Based on the questionnaire survey data, a net-conference interview is given to all members of the group with an invitation issued by email to the 14 key members. More in-depth questions are prepared to be addressed to all or particular members. There are 18 participants attending the synchronous program with 8 targeted key members. The third step is carried out along with step 1 and 2. Four synchronous programs are observed and recorded in the name of a common participant, new to the group, for genuineness in group behaviors. Discourse analysis is performed to verify findings achieved in the survey and net-conference interview.

Finally, it is important to note that all 11 questionnaire respondents in the first research step and 8 key members in the second research step have granted the writers of the paper their written consent for using the data collected in all three steps for pure research purposes.

2.4 Research results and analysis
2.4.1 Is there a common background profile among the group members that makes them a group?

Based on the information on the students' profile and questionnaire survey findings, the demographic information of the group members can be described in Table 1 and the summary common profile in Table 2.

Table 1: Group Demographics Report

Key Members	Sex	Age	Program	Enrollment Year	Posts on Forum (till Aug. 4, 2003)	Occupation	Local Learning Center	Note
1	M	36	BA	Fall, 2002	105	Manager	Yanshan
2	M	36	BA	Fall, 2002	880	Accountant	Shenyang	Group leader
3	F	30S	BA	Fall, 2002	205	PhD student	Shanghai	Group leader
4	F	32	BA	Fall, 2002	81	Admin staff	Shanxi
5	M	45	BA	Fall, 2002	37	Office worker	Guangzhou
6	M	30	BA	Fall, 2002	90	Manager	Fuzhou
7	F	24	BA	Spring,, 2002	772	Student	Beijing
8	F	25	BA	Fall, 2002	13	Assistant to GM	Beijing
9	F	23	BA	Spring,, 2002	215	Freelancer	Chongqing
10	M	25	BA	Spring, 2003	18	Project manager	Beijing
11	F	21	BA	Fall, 2002	84	Sales assistant	Xiamen

Table 2: Common Group Profile Report

Index	Description	Amount	Percentage
Sex	Male	5	45%
Sex	Female	6	55%
Age	Over 40	1	9%
	30-40	5	55%
	20-30	4	36%
Program of study	BA	11	100%
Program of study	DP (diploma)	0	0%
Years with BeiwaiOnline	2	1	9%
	1	9	82%
	Less than 1	1	9%
Location features of learning center	From Beijing	3	27%
Location features of learning center	From places other than Beijing	8	73%
Occupation features	Often travel on business	2	18%
Occupation features	Seldom travel on business	9	82%
Access to the internet	Having access at home	11	100%
Access to the internet	Having access at workplace	11	100%
Amount of time daily spent at BeiwaiOnline website	Less than 1 hour	0	0%
	1-3 hours	9	82%
	More than 3 hours	2	18%
Amount of time daily spent online at the 揈nglish Stars Group?	Less than 1 hour	6	55%
	1-2 hours	4	36%
	More than 2 hours	1	9%
Motivation in English learning	Intrinsic	9	82%
Motivation in English learning	Extrinsic	2	18%

From Table 2, the common group profile can be summarized that "English Stars Group" is an internally driven English learning group made up of young to middle-aged people from 20 to 40 plus who are all enrolled in BeiwaiOnline BA program with 73% of whom are outside of Beijing and 82% of whom have been in this program for one year. With all members enjoying access to the internet both at home and at their work places, 82% of them spend 1-3 hours daily staying with BeiwaiOnline website and 45% of whom devote their online time to English Stars Group activities.

At the net-conference interview, more information is collected by asking the members to compare the amount of time they spent online before they join BeiwaiOnline and after. Six out of eight members express that they have increased the amount of time online after enrollment and one says that he will increase it in the near future. Most of their increased time is spent on the English Star Forum. However, it is worth noting that one member says that she has greatly reduced her online time because she considers that it is a waste of time after having overspent too much time online for some years.

However, more research needs to be carried out to find out the reasons for the absence of diploma program learners in this group and the low percentage of Beijing learner participation considering the fact that Beijing learner population accounting for nearly 1/3 of BeiwaiOnline total learner population.

2.4.2 Is there a common motivational pattern among the group members to start the discussion group?
Survey question 17 probes for the major reasons for group initiation and collects the following major considerations for starting the group: to improve oral English skills, to get peer help, and to reduce the feeling of loneliness by creating a sense of belongingness in the community. To further test these findings, a question is posed at the net-conference interview to let members name the major characteristics of the group. Group pride and homogeneity is clearly demonstrated as below:

      "Members are confident, patient, and devoted."(commented by one group leader)
      "Me share friendship, idea, and thinking way..."
      "Me are open to all..."

Faced with the challenge that online English education is at a disadvantage of developing learners?speaking and listening skills, the writers of the paper ask for the group's idea on their confidence in the feasibility and capacity of online educational mode in developing learners' speaking and listening skills. Surprisingly, positive and confident responses are given by all members present in the net-conference interview. Some replies are put below.

      1 yes
      2 absolutely
      3 yes
      4 it can be, even without classroom or internet
      5 y
      6 yes
      7 but online contact is the most convenient way of maintaining
      8 also one of the most expensive way
      9 and the cheapest way
      10 self-control is the most important things

It is evident that the group demonstrates high confidence in the new educational mode and its capacity in developing their verbal communicative competence.