In an era of rapidly advancing technologies and increasing engagement in online learning environments, educators must strategically create authentic opportunities for interaction and collaboration in digital spaces. This paper presents findings from an action research study that examined, in part, the development of collaborative learning activities within an asynchronous online graduate course using a learning management system (LMS). The focus of the study was a course titled Digital Literacies, an elective in a teacher preparation program (TTP) for graduate students pursuing their professional certifications in literacy. The broader focus of the course and study was on supporting future teachers with an understanding of how to integrate technology effectively into literacy instruction. The interactive and collaborative activities within the course were intended to provide models for effective digital practices in education and increase student engagement. Conducted at a liberal arts university in the northeastern United States, the research utilized data from the interactive learning activities, pre- and post-course surveys, a final course reflection, and a focus group interview with participants following the conclusion of the course. This paper describes the intentionally integrated learning activities within the course and analyzes the data through the lenses of sociocultural theory (Vygotksy, 1978), the New Literacy Studies framework (New London Group, 1996; Street, 2005), and the SAMR Model (Puentedura, 2013). These frameworks were used to consider the impact of the activities on the course and student learning. Data were coded in an iterative process, developing categories of codes and then themes. From this process, an understanding of how the authentic collaborative engagements supported learning and student interactions in an online course was developed. The learning activities included collaborative documents, video presentations with peer reflection, and peer feedback experiences using the LMS and various platforms within the asynchronous course. These authentic online engagements supported interactive learning, collaboration, and peer relationships in the digital space, extending course learning and providing opportunities for personal connections. This study underscores the need for further research into online course design to enhance interactive and engaging learning opportunities, supporting the continuous improvement of high-quality online learning environments.

Keywords: Digital Technology, Online Courses, Collaborative Learning.