This study, a follow-up to an earlier study (reported in the 1998 "Mid-Western Educational Researcher" v10 n4) used the World Wide Web and a "Class Page" to evaluate interaction strategies in a distance education setting. This study further examines Lev Vygotsky's social learning theories as they apply to the asynchronous learning environment available over the Web. Fifty-four graduate-student participants, mostly elementary school teachers, completed survey instruments concerning their participation in the "Class Page," interactions with the instructor and other students, and the use of linked resources. An initial survey regarding computer literacy skills and usage proficiencies was followed by eight additional surveys that focused on "Page" use and interaction patterns. Data analyses indicate responses that were in contrast with those of the additional study. The use of the "Class Page" enhanced interaction and contributed to the successful learning results from this distance education classroom. (Contains 21 references.) (Author/SLD)