The purpose of the study was to investigate the relationship between students' emotional intelligence, social bond, and their interactions in an online learning environment. This study examined emotional aspects of online interaction in both synchronous and asynchronous online learning environments. A conceptual framework was developed based on a literature review and canonical correlation analysis was used to test the conceptual framework. The research setting in this study was a 100% online Master's program within a university located in the midwest of the United States. Out of 188 total students in the program, 84 students elected to participate in the study. This ex post facto and correlational study discovered statistical relationships between students' emotional intelligence, social bond, and interactions that naturally occur in an educational setting. The results showed a negative relationship between students' ability to perceive emotion by facial expression and the number of text and audio messages in synchronous interaction, a positive relationship between students' ability to perceive emotion and their bond to peers, and a positive relationship between students' bond to their online program and their type of messages in synchronous interaction. Several implications for online learning practitioners and researchers are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]