This study indicated that a virtual classroom can improve dialogue. However, the findings aligned with Moore’s theory in that the extent to which this is possible depends on structural aspects and student perceptions of learner autonomy. In relation to creating dialogue, students generally had positive views on the virtual classroom’s support of relationship formation (theme 1) and information communication (theme 3). However, structural elements seemed to restrict greater benefits. When considering the criteria for dialogue described by Moore, a virtual classroom may be better for collaboration purposes in which students can have more control of its use and management of interactions. While the synchronous aspect of the class could encourage dialogue, Moore’s theory may suggest the dialogue quality depends on other factors not directly related to the classroom itself. Moore’s theory also explains the importance of balance between course structure and autonomy of learners, but he does not describe what this balance should be and how it can be created. This study sheds light on the complexities of creating this balance. Students also experienced technical issues which impaired autonomy and dialogue, but Moore’s theory does not take external structural factors such as these into account. However, by applying Moore’s theory to this study, researchers were able to identify ways in which the theory could be updated when considering technological advancements and the development of online distance learning.