Abstract
This chapter recounts the journey of researchers who navigate situational, contextual, and methodological challenges during the course of an action research project. A collective case study was used to reach cross-institutional, multidisciplinary understandings of the patterns, processes, and consequences of learner interaction in online courses. A model was constructed to explain the relationships among course design, interaction, and learning. A set of guidelines was also developed that identified curriculum design and delivery conditions conducive to interaction and effective learning in online courses. Yet it is argued the significance of this journey resides in the knowledge constructed as a consequence of the recursive actions and interactions within the research maze and the reflexive dynamic among researchers whose learning was enhanced rather than obstructed by the obstacles they found in their way.
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