This dissertation examines the interaction patterns that happen in an online learning environment. While many studies look at online learning through the lens of the learner or the learning environment, few studies look at the interaction patterns that happen through the digital traces captured by computational tools. Based on the conceptual framework of Moore's models of interaction (student-to-content, student-to-student, student-to-instructor), this dissertation explores the patterns captured in the university's Learning Management System (LMS) and an external digital communication platform, Slack, and compares them to the perspectives of the students and instructor. Through interviews, think-aloud sessions, and surveys, a thematic analysis was performed to solidify a codebook. The information gathered from the qualitative analysis is then complemented and compared with a social network analysis evaluation of the connectivity of the students in the LMS and Slack. Findings from the study show that for this course, students did not feel connected to each other, leaned heavily on outside help, and strategized their work based on the rhythm of their lives and the required due dates of the course. Further, regardless of course design and intention, students indicated not wanting to interact for multiple reasons - lack of interest, concerns of judgment, concerns of providing incorrect information, and a belief that the course content did not require engagement with other students. Additional discussion on the findings suggests that a student's interaction with other students, the content, and the instructor varies depending on a student's sense of self and level of support outside of the course. Future work stemming from this study might include the addition of a group project to examine changes in perceived connectivity within the classroom. Additional work might also run the same social network analysis in past classes of the same course to see if there are similar interaction patterns and to assess possible strategies for utilizing the network visualization for pivoting instruction or improving the course experience. Additional research is needed to continue to identify the role played by students' sense of presence or sense of self relative to their interaction with the content, other students, and the instructor. [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.]