The purpose of this study is to analyze the interaction patterns in MOOC Korean language classes and to suggest strategies for inducing interaction in the design and operation of MOOC Korean classes. To do this, we analyzed three Korean language courses in Coursera, FutureLearn, and K-MOOC. The total number of discussion boards was sorted and classified and the weekly discussion board was selected to analyze the contents and the number of interactions. The findings of the analysis revealed that the use of K-MOOC's discussion boards was significantly lower than that of global MOOC's. In addition, the study found that the most number of articles were on individual experiences and personal opinions related to learning contents. Also, the findings indicated that the open-controlled discussion boards were operated most actively, so the Welch test was conducted to reveal that there was a statistical difference in the degree of interaction according to the types of discussion boards. In addition, the Dunnett T3 postmark test showed that there was a significant difference in the number of interactions among all the discussion boards except for the results between the free and closed-controlled types. Finally, the paper examined the interaction patterns among learners, and the outcomes indicated that the interaction between learners most actively occurred in posts expressing individual opinions. Through these analyses, the paper concludes that it is necessary to subdivide and run discussion boards in accordance with different purposes and topics when designing and running MOOC Korean classes. In fact, utilizing different discussion boards based on specific topics will enhance interaction among learners. Finally, the research emphasizes the need to develop methods to facilitate the interaction between the instructor and the learner. (Hallym University)