As the globalization of the Chinese language develops into a prominent trend, synchronous distance instruction, with its flexibility of time and place, has become an important means to meet the demands of instructors, and is now a crucial option for learners in informal learning or informal curricula. Therefore, in the field of Chinese language education and technology in the 21st century, it is necessary to study how instructors of Chinese can make good use of learning platforms to facilitate interactive instruction, and how they can encourage learner participation through the instructional design of synchronous courses. The three key parties in a synchronous distance course in Chinese: synchronous classroom, learner and instructor generate a set of quadripartite interactions: between learner and platform (classroom), between learner and instructor, between learner and course material, and among learners. This study therefore focuses on developing an effective and high-interactive design, and proposes the strategy of online tutoring in regard to the synchronous instruction of Chinese courses with quadripartite interactive design as the research objective. It uses synchronous courses on JointNet as the example, in partnership between Wenzao Ursuline University of Languages and the University of Virginia, to investigate the practical instructional design of quadripartite interactions. This study aims to draw insights from the experience and results of synchronous instruction practices to assist instructors intent on developing synchronous instruction in Chinese, in seeking to achieve the following benefits: (1) integrated application of synchronous instructional platforms and quadripartite interactive instructional design; (2) highly interactive online tutoring for a more energized classroom atmosphere that enables learners to focus on course material; and (3) quadripartite interactive instruction, based on the relationships between learner and platform, between learner and instructor, between learner and learner, and between learner and course material. This procedure allows the instructor to keep track of the learning process of each learner, and therefore takes full advantage of the characteristics of digital learning in synchronous courses.