Student-Teacher interaction – getting off on the right foot is a necessity, in order to build a good working relationship, and to ensure that the student is feeling comfortable at the beginning of the course. Having a face-to-face meeting within the first week or two would help, in addition to scheduled meetings at various points throughout the course. Skype is one example of an online tool that can be used for such meetings.
Student-Student interaction – there are several Google Apps for Education that make working in a small group or with a partner a lot easier. Docs can be edited and saved by multiple people once it’s shared amongst a group. In an online setting where many students wouldn’t know each other, it may make the most sense for the teacher to assign groups/partners, especially after a period of time during which the teacher would have assessed the strengths and weaknesses of the class.
Student-Content interaction – As I mentioned in a previous post, it’s important for the content to be differentiated so that multiple types of learners can succeed in the course. That’s why it’s important to display the content in multiple ways: through discussion boards, audio and video recordings, games, etc.
Student-Interface (LMS) interaction – an introductory screencast would allow a teacher to present the navigation of the interface in a visual way. For some students, that will be more helpful than text-based instructions, and it’s certainly better than expecting all students to be able to figure it out on their own. Any time saved by making the navigation of the course easier allows students more time for learning.