The growth of live video streaming (LVS) technology provides new possibilities for online tutoring in that it accommodates a massive number of learners simultaneously. Questions still exist, however, about the extent to which new technology can support interactions between an instructor and a vast number of learners, as well as which factors would influence learners’ interactions with the instructor and peer learners. This study explored these questions by conducting a survey involving 189 senior high school students participating in online LVS tutoring. The results indicated that learner–instructor interaction dominated social interaction in the online tutoring environment with the current system design. This design may also contribute to the development of the perceived presence of peer learners with few direct information exchanges among peers. Social Connectedness and perceived enjoyment positively influenced learner–instructor interaction, whereas social fears and the social presence of the instructor negatively influenced learner–learner interaction.

实时视频流（LVS）技术的发展为在线补习提供了新的可能性，因为它可以同时容纳大量的学习者。但是，关于新技术在多大程度上可以支持讲师与大量学习者之间的交互，以及哪些因素会影响学习者与讲师和同伴学习者之间的交互，仍然存在疑问。这项研究通过对参与在线LVS辅导的189名高中学生进行了调查，从而探讨了这些问题。结果表明，在当前的系统设计中，在线教学环境中学习者与教师的互动主导了社交互动。这种设计还可以促进同peer学习者感知到的存在的发展，而同peer之间几乎没有直接的信息交换。