Basically, there is no one best way to deliver online learning (or, any learning pedagogy) simply because learning is an individual process: some learners will "take" to online learning better than others because it suits them.

From the faculty perspective, there is also no one 'best' way to use technology in online learning. For example, some content will simply not be suitable for online delivery; faculty may have difficulty using the technology to best provide insight into the subject matter, and the like (Draves, 2000; Olcott, 1998).

Despite these basic limitations, effective online learning can take place. Essentially, there are five key areas that excellent online education courses tend to include, which differentiate these courses from the mediocre or ineffective courses:

• The courses are interactive. There are opportunities for both learners and faculty members to build upon the information being conveyed in the learning arena. Opportunities include: threaded discussions, chat areas, exercises that invite learners to interact with the content and respond…but most importantly, there is an opportunity for contact with the content expert or others in the actual learning environment (Draves, 2000; Olcott, 1998).
  
  
• The courses allow for reflection and practice. By this, we mean the courses engage the learners to evaluate, select, and (hopefully) use the information in their everyday lives. The content should be relevant to the learner's frame of reference (i.e., the content should be practical and understandable to the user). Excellent models to present this information include case studies, simulations, and "what would you do" exercises help learners grasp the content and find ways to use the new information creatively in their lives.
  
  
• The courses provide variety in presentation. By this, we mean that there are several ways for learners to "grasp" the material. Written content is fine, but more learners will grasp the concepts with illustrations that go with the content, or audio, or slideshows, and so forth. Faculty members should feel free to inquire in the online classroom for other ways to present the material, if alternative delivery methods are available or preferred by members of the group.
  
  
• The course content is relevant. Adult learners learn better when the objectives of the course are directly linked to issues, theories, case studies, research, and knowledge that is practical (or, applied). Putting material "out there" online does not a course make. Learners require some amount of integration of all of the information being provided in the learning environment, so that it does make sense and has meaning in their lives.
  
  
• The course information is accurate and appropriate. Faculty members should be able to measure (usually by direct contact with learners, but also by assessments such as surveys) to ensure the content provided in the course is appropriate to learning needs. However, it is also important that the course content is reviewed regularly (usually every year) to ensure accuracy.

Interestingly, none of these items are "based" on any kind of technology, but upon what makes good, basic, sound learning environments, regardless of whether technology is used or not. Technology is only one medium through which to educate; the real point of education is always about content and people, and bringing the two together to create greater understanding (Cuban, 1996).

Bibliography

Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.

Draves, W. (2000). Teaching online. River Falls, Wisc.: Learning Resources Network (LERN).

Olcott, D., (1998). Instructional technologies: Strategies for faculty success: selecting and using distance educational technologies. In Jarmon, C., et al. (1998). Teaching at a distance: A handbook for instructors. New York: Archipelago.

Technical Requirements

• What type(s) of computer hardware/software are your learners required to use at present?
• How will learners be connected with the sources of information (including experts)?
• How are learners expected to participate in the course?
• How can course materials be accessed?
• Who is responsible for bringing together learners and educators?
• Who is the last line of support for help questions in person? On e-mail? On voice-mail? How will this be monitored?