Frequent interactions between teachers and learners take place in cyber education. It was found that tutors in cyber education play important roles in interactions. This is to acknowledge the characteristics of cyber education by watching and analyzing the interactions between learners and tutors that performed in the course of “cyber English writing class” of a cyber university. The main tools of interactions, e-bulletin board and e-writing assignment board have been quantitatively and qualitatively analyzed. In order to learn whether the degree of the learners’ participation influences the degree of the learners’ achievement, a correlation analysis between the two variables was conducted. A questionnaire was also conducted to learn how the learners respond to tutors’ feedback in their interactions. This study also investigated any differences of the attitude and satisfaction degree in a cyber writing class according to the learners’ participation degree. It was found that the degree of the learners’ achievement and the learners’ participation are most correlated especially when the learners are in the medium level of the academic ability. Also, the learners generally think the tutors’ feedback gives to them positive influences.

Abstract
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅳ. 연구 결과 및 논의
Ⅴ. 결론 및 제언
참고문헌
저자소개

• 이현주(한국외국어대학교) | Lee Hyun Joo
• 이길영( 한국외국어대학교) | 이길영