Abstract

This study examines the interactional and pedagogical dynamics of online learning through a critical analysis of instructor–learner talk excerpts. It explores how instructors construct, manage, and facilitate classroom interactions using verbal and non-verbal cues in virtual environments. Employing a qualitative, descriptive-analytical approach, the study focuses on turn-taking mechanisms, power negotiation, and the pedagogical implications of discourse patterns. Findings indicate that instructors use varied strategies to guide learners, sustain engagement, and foster collaborative meaning-making, reflecting andragogical principles of learner autonomy and experience-based participation. The analysis also underscores the importance of feedback, clarification requests, and scaffolding in promoting communicative competence and mutual understanding. Overall, the study highlights the interplay between interactional control and learner-centered pedagogy, contributing to research on online discourse and adult learning.