The studies aiming to reveal interaction patterns in these environments utilized some variables such as frequency,duration of session,navigation,intensity and centrality (Ergün & Usluel,2016; Kuo & Lin,2015; Lin & Tsai,2016; Lin,Kang,Liu,& Lin,2016; Manca & Ranieri,2016).It is observed that the studies,which revealed the differences in terms of learning experiences with these variables,classified interaction types as well.In these classifications,it is indicated that there is a positive correlation between deepening in interaction types,which are gradually successive,and the nature of learning experiences and performance (Cheng & Chau,2016; Kuo & Lin,2015; Wang,Chen & Anderson,2014).

Interaction varies depending on the theory or model being studied (Greenhow & Lewin,2016).Based on Siemens (2005),this study conceptualizes interaction as the outcome of the network connections between the individual and the system,in its broader terms.The four types of activities critical in a learning environment where network connections are established are aggregation,relating,creating and sharing.It is reported that learners participate less when it comes to the interaction levels of creating and sharing in comparison to the interaction levels of aggregation and relation (Kop,2011).Accordingly,the studies on the reasons of differences in the participation in interaction levels demonstrated that interaction levels vary depending on literacy skills (Kop,2011),learning styles (Cheng & Chau,2016),motivation (Liu,2016),knowledge levels  (Premlatha et al.,2014).Furthermore,it is stated that learners with high self-regulation skills have higher interaction levels (Cho & Shen,2013) and contribute more in peer interactions,and that this situation persists (Lin & Tsai,2016).

It is argued that students should have self-regulation skills so that the effectiveness of learning  does not decrease (Wang,2011; Shea,Hayes,...& Tseng,2013).However,the studies in the literature seeking to understand how and why interaction networks can encourage better learning,discussed in regard to the learners with low self-regulation skills that frameworks and designs are necessary to help learners at the beginning and during learning process (Wang et al.,2014),there should be more support for them (Drexler,2010; Kop,2011),and it is necessary to introduce relevant teacher roles (Lin,Warschauer & Blake,2016).The studies on teacher roles found out that strong teacher presence and teacher involvement enhance the intensity of network interactions (Lin et al.,2016) and enable learners to be in a more central position within the network (Ergün & Usluel,2016).On the other hand,when it comes to learning,it is revealed that intense networks alone are not sufficient,that learning can be improved by means of efficient network positions,that to have strong connections within the network is more important in terms of learning (Chung & Paredes,2015).Accordingly,there was no study of the role of the teacher in the network,the level of interaction and the self-regulation skills of learners in a networked learning environment to increase interaction levels.

This study aims to suggest and test a model involving not only self-regulation skills of learners but also teacher roles,both of which have proven impacts on the interaction of levels,in order to increase the interaction levels of creating and sharing of learners.In line with the model created for this purpose,the following hypotheses will be tested: (1)Self-regulation skill has a positive impact on the level of interaction,(2)Teacher roles have a positive impact on the level of interaction,(3)Self-regulation skill has a positive impact on teacher role,(4)Self-regulation skill and teacher role,together,have an impact on the level of interaction. 

Brown,J.M.,Miller,W.R., & Lawendowski,L.A.(1999).The self-regulation questionnaire. Cheng,G., & Chau,J.(2016).Exploring the relationships between learning styles,online participation,learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology,47(2),257-278. Cho,M.H., & Shen,D.(2013).Self-regulation in online learning. Distance education,34(3),290-301. Chung,K.S.K., & Paredes,W.C.(2015).Towards a social networks model for online learning & performance.Educational Technology & Society,18(3),240-253. Czerkawski,B.(2016).Blending Formal and Informal Learning Networks for Online Learning.The International Review of Research in Open and Distributed Learning,17(3). Drexler,W.(2010).The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy.Australasian Journal of Educational Technology,26(3),369-385. Ergün,E., & Usluel,Y.K.(2016).An Analysis of Density and Degree-Centrality According to the Social Networking Structure Formed in an Online Learning Environment.Journal of Educational Technology & Society,19(4),34-46. Greenhow,C., & Lewin,C.(2016).Social media and education: reconceptualizing the boundaries of formal and informal learning.Learning,Media and Technology,41(1),6-30. Kop,R. (2011).The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course.The International Review Of Research In Open And Distributed Learning,12(3),19-38. Kuo,K.Y.C., & Lin,C.S. (2015,April).Studies on Patterns and Variations of Learning Community of Practices in Global Context.In Learning and Teaching in Computing and Engineering (LaTiCE),2015 International Conference on (pp.176-179).IEEE. Lin,C.H.,Warschauer,M., & Blake,R.(2016).Language learning through social networks: Perceptions and reality.Language Learning & Technology,20(1),124-147. Lin,J.W., & Tsai,C.W.(2016).The impact of an online project-based learning environment with group awareness support on students with different self-regulation levels: An extended-period experiment.Computers & Education,99,28-38. Lin,V.,Kang,Y.C.,Liu,G.Z., & Lin,W.(2016).Participants’ Experiences and Interactions on Facebook Group in an EFL Course in Taiwan.The Asia-Pacific Education Researcher,25(1),99-109. Liu,H.K.(2016).Correlation Research on the Application of E-Learning to Students' Self-Regulated Learning Ability,Motivational Beliefs,and Academic Performance.EURASIA Journal of Mathematics,Science & Technology Education,12(4),1091-1100. Manca,S., & Ranieri,M.(2016).“Yes for sharing,no for teaching!”: Social Media in academic practices.The Internet and Higher Education,29,63-74. Nacu,D.C.,Martin,C.K.,Pinkard,N., & Gray,T.(2016).Analyzing educators’ online interactions: a framework of online learning support roles.Learning,Media and Technology,41(2),283-305. Premlatha,K.R.,Dharani,B., & Geetha,T.V.(2014).Dynamic learner profiling and automatic learner classification for adaptive e-learning environment.Interactive Learning Environments,1-22. Siemens,G.2005.“Connectivism: A Learning Theory for the Digital Age.” International Journal of Instructional Technology and Distance Learning 2 (10): 3–10. Shea,P.,Hayes,S.,Smith,S.U.,Vickers,J.,Bidjerano,T.,Gozza-Cohen,M.,...& Tseng,C.H.(2013).Online learner self-regulation: Learning presence viewed through quantitative content-and social network analysis.The International Review of Research in Open and Distributed Learning,14(3),427-461. Wang,T.H.(2011).Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment.Computers & Education,57,2,1801–1812. Wang,Z.,Chen,L., & Anderson,T.(2014).A framework for interaction and cognitive engagement in connectivist learning contexts.The International Review of Research in Open and Distributed Learning,15(2).