This dissertation examines the spatio-temporal practices of a distance learning class in a graduate institution in the Northeast United States. Guided by a multispatial and temporal perspective, the case study builds on Hine's (2003) and Leander and McKim's (2003) connective ethnography of offline and online research sites, and frames the research through Bakhtinian/Voloshinovian and Aristotelian terminology. Data collected include transcripts of online messages and video-recording and screen-captures of one participant's interaction with the computer. For the textual analysis of online research, the study uses descriptive statistical analysis for the communal spatio-temporal rhythms, and employs a modified version of a content analysis model known as the "Practical Inquiry Model" (Garrison, Anderson, & Archer, 2001) to examine chronological and kairic temporal elements, and to observe the way they are contextualized in space and content on the discussion board. Interaction Analysis is used to map out the spatio-temporal movements of one participant and his text in the physical and online spaces. Through Conversation Analysis the participant's naturally occurring interaction with his computer is studied during a breakdown in communication while he is logged onto the distance learning course. These methods pinpoint the temporal and spatial elements in the interaction of one participant with objects and people offline and with different texts on the screen. Findings suggest the inseparability of time and place, changed electronic chronological and kairic time and space, (non)linearity, (dis)continuity, addressivity, connectivity, circularity of private-public places and spaces, and invisibility. Electronic time is experienced non-linearly, non-chronologically, and in clusters where tactical appropriateness is relevant. Messages peak around the deadline, lasting an average of four days. Offline results show that electronic space and time are transitory sites, and their private-public status changes according to the participant's interaction with the texts. Chronological time is only relevant when there is a breakdown in human-interface interaction. The dissertation concludes with andragogical recommendations for designing online courses for higher education while reflecting on the benefits of spatio-temporal analysis and that of dialogue for in- and pre-service education; it recommends specific ways researchers and distance learning educators can work together to enhance the instructional process. [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.]