Some distance learning students might want to take a traditional face-to-face course as part of their curriculum, either in the evening or during the summer. A "full-service" institution can offer most of these options.

Electronic Learning and Synchronous/Asynchronous Instruction
The root of asynchronous distance learning (ADL) is asynchronous communication. In its simplest form, asynchronous communication occurs when someone sends you an electronic message to which you respond at a later time. Students who are enrolled in an ADL class have their own passwords to reach the course site on the Internet. An interactive software program such as Blackboard, Caucus, or Lotus Notes Learning Space then allows all students to post messages to one another and follow the thread of conversation.

As with email programs, all entries are submitted and distributed electronically, but these interactive software programs differ from conventional email in several important respects. First, all students have simultaneous access to all other students in the class through the conference program. Student submissions are displayed sequentially in what is called a "threaded conversation," which preserves a historical record of all submissions.

For example, the instructor may distribute a copy of the syllabus and reading list to all students, and for the first assignment may post a question based on those readings, such as, "If effective leadership behavior can be analyzed into a number of measurable traits or abilities, why not select leaders based on test performance?" As students contribute their responses, a thread of conversation is posted and developed. Ideally, each student reflects upon and comments on the other students' submissions.

Unlike a traditional class, which may meet once or twice a week, students in electronic courses drop in to class and participate many times over the period of a week. Instructors may require that students in the course log on for a minimum of one hour three times a week. The instructor does the same, contributing his or her thoughts and observations to the discussion, helping to move it along, and ensuring that important curricular issues are covered. Bear in mind that all parties log on at times convenient for them, which vary by participant. The instructor may log on Tuesday and Thursday evenings and perhaps one morning on the weekend. Many students log on most often over the weekend. Students log on from home or work or, if they travel, from their hotel rooms. In a one-week period, a class of 20 students usually contributes upwards of 60 messages for each discussion theme. This is a lot of interaction, maybe even more than in the conventional classroom, where oftentimes not all students participate.

After a week, the class can move on to the next item in the syllabus, following the same format. The instructor can also introduce the modification of volunteer student discussion leaders who take responsibility for moving the discussion along. Each week a different discussion leader puts his or her spin on the material.

The most commonly used software programs permit instructors to create a syllabus with many subunits, develop and distribute exams, and facilitate group projects. As the level of technology in both software and hardware continues to improve, electronic courses will become more sophisticated, integrating video, voice, and graphics in imaginative and highly productive ways.

In addition to the online discussions, students complete the full complement of written assignments, including reports and term papers they can submit electronically, by fax, or by mail. These written assignments can also be posted electronically to other students in the class so each can see what the others have written, a feature not usually offered in traditional classes. Students may also email privately with the instructor or with each other one-to-one, and phone conversations and office meetings are also available.

Additional Advantages of Online Learning

• Students initially baffled by the differences between face-to-face and electronic courses quickly adapt, much as earlier generations adapted to the abstract feeling of telephone communication between parties at great distances.
• Technical problems are minimal, and since technology is portable, students can "attend" class by logging on at work, at home, or from the field.
• Student writing and research skills improve. Responses are carefully written and not just spontaneous "off the top of the head" utterances. Source material is more closely read and skillfully woven into comments.
• Students participate more. Psychological, physical, and social barriers can be mitigated.
• There is a permanent written record of all student and faculty contributions that can be studied and reviewed at any time by all participants. Professors can monitor the frequency of student log-ins because the software program in use indicates to what extent students have read the online postings of other students. The instructor can then follow up with students who do not appear to be participating.
• Sharing of projects helps other students broaden their understanding, promoting a true learning community.
• Guests can participate from other locations, even other countries.

More To Consider for Potential Online Students
For some students, the physical separation from the other students and the instructor can be a serious problem, giving rise to the common phrase "the loneliness of the long-distance learner." However, most students find that prolific email exchanges are in fact a superior way of getting to know their fellow students (since they can't go out for a cup of coffee following class).

More significantly, distance learners must find ways to pace themselves and make sure they do not fall behind in their course work. Students who have gotten into the habit of doing readings and assignments the night before class will be at a disadvantage. Online education requires self-discipline and superior time management skills. Juggling multiple responsibilities is important for all part-time students, but it is even more so for those studying from a distance.

The heavy emphasis on writing, as opposed to talking, can be a problem for students who are weak in this area. Although all students will discover they are better writers by the end of the semester, initially the need to type all class contributions can be a burden.

Online education also demands a high level of interaction, meaning students will be expected to contribute to class discussions frequently and in depth. For students who have gotten into the habit of passively listening to others, the need to be an "active learner" can come as a shock. But the rewards are considerable, and most students and faculty members say they learn more within the enriched environment of online courses.

This article was excerpted from Complete Book of Distance Learning Schools by Dr. Jerry Ice and Dr. Paul Edelson