This qualitative study examined the structure and interaction in an online course from the meaning-perspectives of the actors involved. Participants were a teacher and teaching assistant who taught a graduate course in distance education at Arizona State University, delivered through a computer conferencing system. Data collected included interviews, observations, and messages posted by participants to a virtual classroom environment. Findings suggested that, while teachers conceded that they spent more time teaching an online course than a traditional face-to-face course, they believed the online teaching experience to be a worthwhile endeavor. In the context of an online course, teachers felt that they were more present and available for students than in a traditional course. Results of the study also suggest that students displayed better commitment to their work in an online course than a traditional course, because they have close interaction with the teacher. This close interaction can offset the lack of control the students may feel in a highly structured distance course. The personality, emotions, philosophy, and educational background of the teacher determine the structure and design of an online course, including the amount of interaction and time the teacher spends on online activities. (Author/MES)