The quality of interaction is an essential factor leading to learner satisfaction, academic achievement, learner engagement, and a positive attitude toward distance education. The purpose of this study is to examine different types of interactions within online kinesiology courses. Adopting a multiple case study design with a mixed-methods approach, the researchers analyzed learning activities and categorized them as: (a) learner-content, or (b) learner-instructor, or (c) learner-learner type of interaction. The interview transcriptions added instructors' rationale for including specific learning activities as supplemental data. The analysis across the courses revealed that there was a similar pattern of interaction regardless of the course content or course instructor and instructors still see their main role as content providers. The findings suggest the need for further studies to focus on the different types of interactions and their effectiveness on instructional settings in online learning environments. Theoretical and practical implications of the findings are discussed.