In using the qualitative case study methodology (Merriam, 1998) an MDE candidate at Athabasca University investigated the effects of planning learning activities intended to heighten online student interaction. The investigation targeted several pivotal decisions in instructional systems design (ISD) addressed in the conversion of an existing course for online delivery. Training for Improved Performance (TIP), developed by AU (1990), was selected as the ISD model. The study sought to identify planning decisions taken during analysis, design and development processes that would foster interaction.