Contents Introduction1

Rosniah Mustaffa, Bahiyah Daw' Hj. AbdulHamid & Zalina MohdLaiim

Chapters 1. Motivation for Learning English among LEP Learners 9

Aziwh Yaacob & Noorizah Mohd Noor 2. The Importance of Adapting to Auditory 37

and Visual Learning Styles Rosniah Mustaffa

3. Students' Perceptions of Useful and Challenging 61 Characteristics in an Online Learning Environment Zaini Amir & Supycm Hussin

4 Glocalisation of Persona! Ads: Gender Identity 81 Construction of Malaysian Adolescents Bahivah Dator Hj. AIxlulHumid & Kesumciwati Abu Bakar

5 Adjoining Numericai and Reduplication in Malay: 103 Similar but Not Identical Nor Hashimah Jalaluddin

6 Boot strapping Language Resources 127 for Word Sense Disambiguation: An Experiment with a Less Studied Language Salleh-huddin Abdul Rashid

Students' Perceptions of Useful

and Challenging Characteristics

in an Online Learning Environment

Zaini Amir & Supyan Hussin

Introduction In recent years, online education, particularly the adoption of the Internet, in academic teaching and learning has been growing rapidly. According to Garrison and Anderson (2003), online learning involves the use of a network that takes place in a formal context and uses a range of multimedia technologies. It is a learning system that is supported by electronic hardware and software, either synchronously or asynchronously. The learning is carried out either individually or on a small or large group basis and can be used as a hybrid to the face-to-face format.

Online learning refers to learning via a computer network and it is probably one of the most indispensable emerging paradigms for education in the 21" century (Harasim, Hiltz, Teles & Turoff 1997; Haughey & Anderson 1998; Khan 1997). The widespread use of Internet has paved the way for education professionals to affirm that information technology can revolutionize learning and help make high quality education accessible to all (Alexander & Boud 2001).

In the wake of today's technology explosion, there has been a growing call to explore the usefulness of online learning as a supplement or as a counterpart to traditional classroom learning. In Malaysia, online learning has been in used for the past eight years (Boucher 2000). Advances in pedagogy and technology, and their

62 INVESTIGATING LANGUAGE: RESERCH AND APPLICATION

intensive application at schools and at institutions of higher learning have led to online learning becoming a necessary mode of learning, and a significant tool.

Online learning shifts the control of learning from the teacher to the student with the aid of a computer network. This shift in control characterises a learner-centred learning environment. Doherty (1998) describes a learner-centred learning environment as promoting an active and interactive student approach to learning, to research and to problem-solving.

As far as the online learning scenario in Malaysia is concerned, a survey conducted by the Multimedia University (MMU 2003) revealed that online learning is rapidly gaining in extent and significance. In this study, over fifty percent of students, academic stall and top academic management said they accept the concept of online learning, and by doing so suggested they understand what online learning is about. Sixty-five percent of all higher learning institutions in Malaysia provide some form of training in the use of the online learning format.

Learning paradigms: A shift from traditional to technology based This part of the article examines the shift from the traditional mode of learning

in a face-to-face environment to online learning in the context of learning theories. According to Bork (2001) and Taylor (2002), empirical evidence measuring the effectiveness of the traditional mode of learning compared to online learning is limited. In the traditional teaching and learning practices, there is l imi ted participation and active learning, wi th students taking l i t t le responsibility for their own learning experiences (Poulter 2000). Although traditional learning can result in some lea rn ing complementing it wi th the Internet is more likely to result significantly more effective learning.

Several learning theories have shaped learning over the years. However, in this article, only four learning theories, namely constructivism, problem-based learning (PBL), experiential learning and engagement theory will be highlighted. Previously, these theories have been modeled within a framework of traditional face-to-face instruction and learning but with no or limited use of educational technology and innovation. Table 1 provides brief description of these learning theories including the relatively new engagement theory

IN AN ONLINE LEARNING ENVIRONMENT of learning, which is applicable to learning in a technological environment. This theory is importan t because it includes the principles of the first three theories outlined in Table 1.

TABLE 1. Learning theories and implications in online learning pedagogy Learning theory Description of theory Pedagogical implications Constructivism Learning by

constructing new ideas and knowledge based upon past and present experiences. Learning involves cognitive and social processes (Burner 1990; Fardouly 1998; Wilson & Lowry 2000). Collaboration and interaction between learners is essential pedagogy for effective learning.

Use of electronic mail has proved to be the most effective and frequently employed collaborative tool in online education (Agostinho, et al. 1997; Kearsley & Shneiderman i999; Sirigh & Erwin 2001). Others: online discussion forums and seminars, live chats, etc, that facilitate interactivity and participation, for example multiple dialogues that cannot be implemented effectively in a traditional class selling.

Experiential learning Experiential learning involves practice and learning by doing. Learners actively participate; they are self-initiated, and acquired knowledge is applied and reflected upon (Kelly 1997: Rogers 1994).

In E-activities (Salmon 2001), learners can build meaningful understandings of difficult content material and then apply critical and creative thinking to solve the problem. Reflective interaction is also animated and supported in this form of learning.

Problem based learning (PBL)

With PBL, a problem is presented prior to students having been taught the basic concepts. Students learn to be self-directed, motivated and independent, acquire problem-solving skills; and it promotes collaboration (Pomorina 2001).

The instructional strategy includes a project based task or exercise, which provides a vehicle for learning new information in a context that is meaningful, exposing learners to ‘real’ problem oriented cases relevant to their learning outcomes. In the Internet environment, learners can develop journal article or participate in an interactive stock market game, thus promoting connectedness to the real world and to learners’ interact.

Engagement theory

Personal, meaningful 'real' problems are presented to learners. It involves increased levels of collaboration, interactivity and participation, All individuals in a team are engaged and responsible for their own learning experience experiences (Jones et al 1994; Kearsley & Shneiderman 1999; Salmon 2001).

Method of instruction is interactive (instruction actively engages the learner and promotes collaboration) and generative (instruction encourage learners to construct and produce meaningful conceptions, solve problems, think critically, develop higher order thinking skills, make decisions, apply knowledge, etc.) (Jones et al. 1994).

In summary, the 'Internet shift' offers many possible resources that can enhance

and support traditional teaching instruction and delivery, and learning. It provides access to information sources, encourages meaningful interactions with subject specific content and enhances collaboration among individual learners; including collaboration between the instructor and learners (Oliver & McLaughlin 2001). Thus, the Internet facilitates collaboration, interactivity, and project oriented learning, and provides an authentic environment for learning (Kearsley & Shneiderman 1999).

What makes a learner successful in an online environment? What creates barriers or challenges? The answers to these questions are increasingly gaining importance as Internet technologies become more readily available and accessible, in formal and informal contexts (Hofmann 2002). The increasing online access to programs, courses, and course information is excit ing. For example, some sources indicate that online learning enables institutions and/or instructors to reach new learners at a distance, increases convenience, ami expands educational opportunities (Hara & Kling 2001; Hi l l 2002) Yet, the movement towards online learning is not grounded in compelling empirical evidence that it is effective and/or beneficial lo j learning (Hill 2002). Many of the studies in online learning ivmaiu rather "anecdotal" (Hara & Kling 1999), coming from the point of view of the faculty member teaching the course or the instructional technologist designing and/or developing the course (Bourne, McMaster, Rieger & Campbell 1997). While the overall perspective and faculty-based studies are important for understanding the potential value of online learning, few studies have detailed the learners’ perspectives of online learning (Hara & Kling 1999), there is a need for continuing research studies related specific area (example, pedagogical strategies to promote learners’ online learning

experience, the impact of learner characteristics on learner's Web-based learning experience), as well as overall perceptions (Hara & Kling 1999; Hara & Kling 2001). The constant growth of the Web inf luences and changes how online courses are designed and implemented. This, in turn, may also change the students ' perceptions of their online experience. Continued studies of learners' perspectives of online learning environments are needed in order to build more effective Web-based instruction that can optimize the learning experience within this dynamic landscape.

Past Studies Students' perceived strengths of online learning A few studies have explored learners' perspectives of online learning particularly in terms of perceived strengths. For example, a survey of 586 learners on the general satisfaction towards UNITAR's E-learning model (Daing Zaidah Ibrahim, Zaid AM Alsagoff & Syed Othman A lhabsh i 2004) shows tha t online tutor ia l was favored for its flexib i l i ty . In add it ion, the courseware notes enhanced w i th multimedia and animation enabled learners to repeat any lessons or topics at any time. This is further supported by Petrides (2002) who states that participants reported it was easier to work in collaborative groups in an online course without rearranging everyone's schedule as one might do in a traditional face-to-face course. In addition to flexibil ity with time, choices related to the learning experience were also reported as positive. Another related study by Daing, Abu Daud and Bahaman (2002) investigated students' readiness and attitudes towards online program at Universiti Tun Abdul Razak (UNITAR). T h ey f o u n d that 86% of these students reported having positive a tt i tude wards online learning. In a qualitive study, Oetrides (2002) interviewed learners to obtain their perspectives on Web-based learning. The research context was a one semester regularly scheduled class in a higher education seting using Web based technology (LearningSpace) as a supplement. When interviewed, some participants explained that they were able to reflect continually upon each other’s reflections because of the public and permanent display of the discussion postings on the Web. One participants indicated that the online technology allowed more reflection as compared with the face-to-face classroom discussions. In Vonderwell’s (2003) study, 22 students were interviewed with regard to their perceptions of the asynchronous online learning experiences

Some participants expressed that the asynchronous environment allowed them to write carefully about their ideas.

Convenience is another advantage identified in the online learning literature. For example, in Poole's (2000) study of student participation in a discussion-oriented online course, the results indicated that students participated in online discussions at times most convenient to them, such as on Saturdays. Poole also found that students mostly accessed course materials from their home computers, the place most convenient to them. Murphy and Collins (1997) found simi lar results in their study of communication conventions in instructional electronic chats. Participants indicated they read and responded to comments in online discussions at times convenient to them (e.g., early morning or late evening).

Students' perceived weaknesses of online learning A review of literature on online learning has identified access to computer and networking system as a problem encountered by online learners (Harasim, Hiltz, Teles & Turoff 1997; Khan 1997; Abbey 2000; Lockwood & Gooley 2001; Mansor Padzil & Ramli Baharoom 2003). Access to computers-is a problem commonly reported in the Malaysian online environment. Zuraidah Abdul Rahman and Ahmad Hj Mohamad (2002) studied the type of supports (access to computer and networking, technical help), training support, learning support (online materials and references, tutorial and counseling) and administrative support needed at Universiti Sains Malaysia (USM) This study reported that 58% of USM students had difficulty in accessing the materials online, while 40% said the computers in campus were inadequate and 54% complained that the downloading of the materials was time consuming. However, 40% said that onli in help was available when needed. According to Bates (2000) ami Zuraidah Abdul Rahman and Ahmad Hj Mohamad (2002), in oitlei to overcome this problem firstly, is to provide enough number ni computers in the computer labs on campus or at the ccntivs .mil secondly, to improve the capability of the m'lworking system mi campus, perhaps by upgrading i t s ba ndwid th .

Delay in responses is one reported weakness. In Petrides (2002) study, some participants reported they felt a lack of immediacy in responses in the online context when compared to what could typically occur in a structured face-to-face class discussion. This appears to be especially obvious in asynchronous online discussions.

when students have to wait for others to read and respond back to their bulletin board postings or e-mail messages. Participants in Hara and Kling's (1999) qualitative case study of a Web-based distance education course at a major university in United States of America also reported lack of immediacy in getting responses back from the instructor, and as a result, they felt frustrated. Other studies indicate similar results. For example, in Vonderwell's (2003) study, one reported disadvantage of an online course was the delay of immediate feedback from the instructor. One participant in the study stated that when he emailed a question to the instructor, "it might take hours; maybe a day or so before you get an answer back for the question". Perceived level of expertise is another weakness identified in online learning studies. Participants in Petrides (2002) study reported skepticism of their peers' supposed expertise. In contrast, the participants indicated they felt comfortable relying on the instructor's expertise. Lack of a sense of community and/or feelings of isolation were other challenges learners reported in their online learning experiences. Vonderwell (2003) reported that online learning partic ipants indicated a lack of connection with the instructor, especially "one-on-one" relationship with the instructor. Other studies found s imilar results. For example, Woods (2002) reported that online learners reported feeling isolated from faculty as well as other learners in the online courses they had taken.

Objective of the study

The purpose of study was to investigate the components of the online learning environments that learners recognize as helpful in the learning process and those that learners identify as challenging. Two primary research questions guided this research are:

1. What are the components of online learning environments that learners recognize as helpful in the learning process?

2. What are the components of online environments that learners identify as challenging?

Methodology

Respondents

The respondents were undergraduate students from semester 1, 2005/2006 at a local university that is the first virtual university in

Malaysia. The respondents allcndeil a Business Communication course and (hey were, from different classes. Each class was made up of students from three programmes namely faculties of Information Technology, Business Administration and Humanities and Social Sciences. The respondents ranged between 20 to 25 years old with more females than males. All of them have taken at least one course that is primar ily on l ine ( i.e., there may be some face-to-face interactions, particularly at the beginning and end of the term). 75 learners participated in the survey and 8 respondents agreed to participate in an interview. The study employed a questionnaire, comprising 20 questions which cover the following aspects:

1) learner characteristics such as the use of computers to access the instructional materials, the motivations for accessing information via the Internet for the online course, computer knowledge and skills. 2) items related to learners' computing knowledge and skills on selected computer applications such as word processing, e-mail and Internet search. 3) items related to computer utilization such as places of using computer, purpose of using computer and purpose of learning using the computer.

Data from the interviews were used to substantiate and extend results from the questionnaire. The data were analyzed quantitatively and qualitatively to identify overall themes and patterns.

Data Collection The study used both quantitative (survey) and qualitative (interview) data collection methods. The use of multiple sources of data collection allowed the researchers to validate and cross-check their findings (Miles & Huberman 1994). The quantitative data collected relates to three main sections of the questionnaire. They are:

1) items related to the students’ perception using the computer to learn online learning environment

2) items related to interactions using the computers to learn online which include the types of interactions used

3) items related to benefits of online interaction and barriers to online interaction

Qualitative data were collected based on the interview conducted.

69

Findings

Background information of respondents All respondents in the study have taken at least one course that is primarily online (i.e., there may be some face-to-face interactions, particularly at the beginning and end of the term). 75 learners participated in the survey and 8 respondents agreed to participate in a follow-up interview. 50 (67%) of the respondents had taken more than one online course and 25 (33%) of the respondents were first-time online learners. Majority of the respondents were between 20 to 25 years old. There were 43 (57%) females and 32 (43%) males. In general, the results indicate several trends in overall components perceived as useful and challenges that confront learners in online learning contexts. Specific findings will be addressed according to the research questions posed in the study.

Students' perceptions of the online learning environment Table 2 reflects the students' perceptions of the online learning environment. More than three-quarter of the students said that one benefit of online learning was that it allows them to not attend classes. More than half of the students indicated that online learning makes their task easier. Other benefits included a saving on expenses, (Teater comfort in online interaction as opposed to face-to-face meetings, improved ease in understanding the language class, and the possibility of studying online alone, with a partner or in a group.

TABLE 2. Distribution of respondents according to the students’ perceptions of the online learning environment

Benefits N = 75

Yes

Percent

No

Makes learning easier 64 36

Frees me from attending class

76 24

Helps me save money for expanses

41 59

Helps me to better understand language class

12 88

I feel more at ease in online interaction than face to face

16 86

In the online class, I prefer to learn

Alone

With a

In a group

57

77

64

43

23

36

70 INVESTIGATING LANGUAGE: RESEARCHANDAPPLICATIONS

What makes a learner successful in an online environment? Results of the study indicate that the majority of the respondents identify the following components as helpful in their online learning: course design, comfort with online technologies, and time management (see Table 2).

TABLE 3. Components that create successful online learning environments

Components *Level of satisfaction MS LS ES Overall

Course design 60% 25% 15% 80% Comfort of using online tech 70% 15% 15% 75% Motivation 60% 20% 20% 70% Time management 60% 15% 25% 65%

*Level of satisfaction MS=Most satisfied LS=Less satisfied ES=Equal!y satisfied with online and face-to-face

Respondents who were more satisfied with online learning fell that the design of the course (60%) provided a successful on l ine learning environment. A majority of the respondents (70%) also reported that the comfort of us ing onl ine technology; their motivation (60%) and their time management (60%) had an impact on their success in online learning. Across the board, the course design is the most important factor (80%), followed by feeling comfortable using the technology (75%), whilst motivation (70%) and time management (65%) are ranked third and fourth respectively. In the interview, additional strengths and helpful factors were identified and that included convenience in terms of not having to attend classes and thus, made their learning process flexible. Other reported strengths were saving on travelling expenses and the ability to complete assignments and tasks at anytime. Respondents were also asked to comment on the perceived usefulness of specific technologies used in their online courses. Tools such as online tutorials, chat, mail, and bulletin boards were the primary forms of communication in the online courses taken by the interviewers. Some of the responses were as follow:

71 S1 "The chat was pretty dynamic and good". S2 "I didn't feel the chat was a handicap even though the conversation may

have moved on because somebody would read what I wrote. Even though it was a little lag, they would respond to my thoughts".

S3 "I prefer communicating through the bulletin board. It's interesting to get people talking about a particular topic and seeing their thoughts".

S4 "I liked the bulletin board because I was able to get feedback about an idea and when people reply I would reply back and have sort of a one-on-one conversation with that person".

S5 "I liked the online tutorial because I can ask questions, i.e. type in the text chat screen and the instructor will reply. My only problem is it takes a while to think and type. By that time, the ins tructor would have moved on to something else.....so that was really frustrating!"

S6 "I liked the online tutorial because I can ask questions and no one will say that I 'm wrong or asking a silly question".

What creates barriers or challenges? Many respondents in this study reported that being disconnected during online session, unclear voice when interacting and other technical problems were challenges in their online learning experiences (see table4).

TABLE 4: Components that create barriers in online learning environments

Components *Level of satisfaction MS LS ES Overall

Lack feeling of connection 20% 65% 15% 70% Understanding goals/objectives 25% 55% 20% 5% Technical problems 20% 60% 20% 80%

*Level of satisfaction MS=Most satisfied LS=Less satisfied ES=Equal!y satisfied with online and face-to-face

72 INVESTIGATING LANGUAGE: RESEARCHANDAPPL1CATIONS

Participants who were less satisfied with online learning as compared to traditional classroom learning felt that not having the sense of connection (65%) was a challenge in online courses. 55% of the respondents reported having difficulties in understanding the goals/objectives of the course and 60% indicated technical problems as a barrier.

The biggest challenge reported by the respondents was technical problems (80%). It was also reflected across all of the interviews. A respondent commented on the technical problems, stating that learners need to "be prepared that there are times when you have technical difficulties and you can't really do anything about that." The most common technical problems faced by the respondents involved setting up the modem/communicating system, learning how to access the network system from home or cyber cafes, uploading and downloading messages, becoming lost in the system, system down, difficulty of getting connected (login), disconnected during online session and unclear voice of the instructors when interacting online.

Discussion This study focused on the 'learners' perceptions of he lpfu l components and challenges in online learning environments. The components that the respondents identified as helpful in this study are similar to what have been identified in previous research. Instructional design was one of the primary factors identified as helpful for online learning. Instructional designers have devoted decades of research and development to create models and processes to assist with the design and creation of instruction. It is not overly surprising that this element would rank in the top three, regardless of the mode of delivery. As stated by Dempsey and Van Eck (2002), it takes a good design to make good online instruction. There exist several models upon which to base the designs of effective online environments. The challenge that remains is one of examining the current models and processes that exist for face-to-face instruction and see how well they work for online instruction (Mason 1998) and /or how they might be adapted (Siragusa 2000).

Other issues that were highlighted as useful in this study were those related to technology experience and comfort level. In this study, experience with the technology influenced the respondents’ perspectives of how useful the technologies were for online learning. Concerns associated with comfort in using the technologies are

LENGING CHARACTERISTICS 73

has also indicated the importance of this factor (e.g., Zuraidah Abdul Rahman & Ahmad Hj Mohamad 2002; Hil l 2002). How to best facilitate the building of skills and comfort remains a challenge for facilitators and learners.

Additional strengths and helpful factors were also identified in the interviews. Convenience was one of the strengths of online learning indicated in the interview data. The participants reported that it was helpful not to have to travel to the campus (which was up to a 60-minute drive for some). The abi l i t y to complete assignments and tasks at anytime was another reported strength.

Although most of the participants liked the f lexibil i ty of completing tasks at anytime in the asynchronous courses, some participants had experienced synchronous online courses as well. Some participants indicated that meeting at a specific time online each week also had its strengths. By meeting each week at a set time, Ihe participants indicated they were able to form connections with Ihe instructor and other classmates. Participants indicated that the connections formed among the learners and the instructors were important in that they assisted with the formation of a community with in the online learning environment.

Participants were also asked to comment on the perceived usefulness of specific technologies used in their online courses. Tools Midi as chat, e-mail, and bulletin boards were the primary forms of communication in the online courses taken by the interviewees. Reviews on the helpfulness of the technologies were mixed. Student 1 felt that chat room “was pretty dynamic and it was good.” She suggested that chat was good even though the conversation may have moved on, stating, “I didn’t feel it was a handicap because invariably, somebody would respond to my thoughts. So I didn’t feel that was too big a problem”. On the other hand, Student 5 felt the exact opposite. She stated,

“It takes a while to think about it and it takes a while to type it. By that time the moment had passed and it was onto something else. So that was really frustrating about it…I think you need a moderator…you were kind of having all the parts of the conversation at the same time. So it was difficult…the chat screen was pretty short, so the stuff said before would disappear on the top. You cant remember what you are responding to. It is hard to hold in your head so much information…I think it is harder to remember all the points because it does go by so quickly”

?4 INVESTIGATING LANGUAGE: RESEARCHANDAPPUCATIONS

Student 3 preferred communicating through the bulletin board feature. She felt it was quite interesting to get people talking about a particular topic and seeing their thoughts. The ability to post, read, and respond to the thoughts of others at any given time was a plus for Student 3. While Student 1 was positive about the chat, she also felt that the bulletin board was more useful because it had more impact and required more involvement. Student 4 also liked the bulletin board because she was able to get feedback about an idea:

"...when you post online you have an idea and you ask for people's feedback. And then that was really more of where you could see the li ttle trail. Of people replying and you would reply back and have sort of a one-on-one conversation with that person".

Time management and self-learning management were other factors identified as useful for online learning. This study reinforces the importance of time and self-learning management strategies in assisting the online learning process. Studies conducted by Hi ll (2002) and Supyan Hussin (2004) indicate that imp lement ing strategies such as working at the same time and in the same space can have an impact on the success of the online learning process. Sell-learning management (Supyan Hussin & Zaini Amir 2002) was used in the online environment to manage the learning process based on the learner's understanding of how she/he learned best.

Several components were identified as challenging for online learning, such as not having the sense of connection, ha v in g difficulties in understanding the goals/objectives of the course a nd facing technical problems. The issues associated w i th lack of understanding the goals/objectives link back to what learners staled as helpful: good instructional design. Data from this study indicate that it is important to have goals/objectives clearly stated so that learners will have a better understanding of what is expected. Again, there are many models and processes that can be used to assist with the creation of goals/objectives, particularly as they link into a larger course infrastructure (Dick, Carey & Carey 2000). What also appears to be important is the ability to clarify perceptions of goals/objectives. Providing mechanisms where learners can ask questions to improve their understanding of expectations can assist with the effort..

Technical problems have long created challenges with the use of

slUDENTb t-c«vJEPTIONSU'l-VjS£FULANUUHALLLNt;lNt;CHARAC!ERISTfCS ' 75 IN AN ONLINE LEARNING ENVIRONMENT reflected across all of the interviews. Student 7 commented on the technical problems, stating that learners need to "be prepared that there are times when you have technical difficulties and you can't really do anything about that". Technical problems were more significant for some participants than others. Student 8 felt that the numerous technological problems in her online course took up too much of the class she had in one semester. She stated that there were "so many technical things...that [it] seemed to take up the whole focus [of the course]".

Indeed, it is important to minimize the issues as much as possible from the beginning of the learning experience. This can be accomplished in a variety of ways, including providing overviews of the tools used for the course and/or hands-on workshops with the technology that will be used in the online learning experience. It is also equally important to help learners understand that problems are going to occur and most likely at the most inconvenient time (Khan l'997; Harasim, Hiltz, Teles & Turoff 1997; Lockwood 2001; Mansor Fadzil & Ramli Baharoom 2003). Facilitators can help ease the stress by letting learners know at the beginning of the course that they understand problems will occur. Learners can help ease their own stress by recognizing that problems can occur and making back-up plans and back-up copies to help facilitate their work.

Conclusion

This study offers several implications for practice and research. First, there is a need for effective instructional design for online courses. The design should focus not only on the technological aspects of the course, but also on the goals, objectives, and expectations of the learners. Continuing to explore design models that are most effective for online learning will also help facilities this activity.

Second, there is a need to work with learners to assist them in the development of time management strategies. Online courses are dynamic on multiple levels: information is received in a variety of formats and at different times. When learners are accustomed to learning in more static, real time contexts, this can create significant time management issues. Assisting learners in establishing strategies for managing their time may prove to be useful.

Finally, there is a need to work with learners to assist them with establishing community or feelings of connection in online context. Integrating strategies for community building into the

design ot the course may assist with Ibis effort. Continued research related to community building strategies in a variety of contexts is also needed to enable the advancement of best practices in the dynamic context of the Web.

The growth of the Internet and online learning will continue, and as indicated in this study, it w i l l come with challenges. Individuals engaged in an online course may have different qualities for a successful online environment or elements that are challenging. Each experience will be unique to the individual. As educators and students become more comfortable communicating and learning online, it will remain imperative that the best practices associated with these learning environments continue to be explored.

References