The experience I had at my online masters can be 60% learner-to-content 30% learner-to-learner and 10% learner-to-teacher. Learner-to-content is the majority of my time as the course is an online program I have to self-study and engage with the content through research, reading, and building content. The online environment also allows for peer-to-peer engagement through chat, discussion boards, and other types of collaborations. Usually in the online environment the teacher is not always present and the engagement is limited with the learner.
Anderson, T. (2008a). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning. Edmonton AB: Athabasca University. Retrieved from http://www.aupress.ca/books/120146/ebook/02_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf