Online Learning: Rhetoric or reality?

2. Is accessible from any location:

True, but only if you are a student from an advantaged background. In fact there is evidence that a two tiered education and training system may be emerging- one for the CIT rich and another for the CIT poor.

3. Can use multimedia - audio, video, real-time video, interactive chat, text etc:

True, but such uses typically require high-end equipment and broad band width to function effectively. Such applications may be advantageous but, as yet, there are no evaluation studies which look at their use as part of a broader learning design or in relation to particular students, disciplines and operating contexts.

4. Accommodates individuals' varying learning styles (it can be self-paced, asynchronous or synchronous, collaborative etc):

20 years' study of effective adult teaching and learning indicates that students respond best to a much broader and appropriate mix of learning tools and resources. In particular, students want and need face to face interaction.

5. Can instantly link you to other resources:

By 2002 there will be 8 billion web pages. Many of them contain dross. The web does not have an E-Dewey system and once located not all resources can be downloaded. Some cost and copyright issues have not yet been sorted out and there are suggestions that online resources available through libraries are beneficial but this is yet to be fully explored.

6. Can help the shy speak out because of its relative anonymity:

Some studies suggest that certain students (e.g. NESB students) find this beneficial.

7. Is learner centred and allows for active learning: used well, the learner is not an 'empty jug' who is filled up with information but an active participant in the learning process:

This is an effect of the learning design rather than being an effect of the technology itself.