introdutionDistance learning refers to a learning environment in which the instructor andstudent are separated by physical distance. Although distance learning datesback to the early 1800's with correspondence classes, it has evolved with thedevelopment of new media, from print to radio, telephone, television, video,satellite, computers, and, most recently, the Internet. The different technologiesare still being used depending on the content and learning objectives for thecourse, and the users and their capabilities.The most recent distance technology, the Internet, adds an interactivecomponent not possible with the other technologies - collaborativecommunication over a prolonged period of time. Traditionally, distanceeducation has been primarily between the instructor and the student, and therehas been little or no opportunity for interaction among students. However, theInternet changes this because it allows learners to communicate with eachother either through synchronous or asynchronous communication. Studentsare able to read and respond to all correspondence, thereby learning fromeach other as much as from the instructor. This changes the roles of theinstructor and the student, and the instructor becomes more of a facilitator oflearning and the student becomes more of an active participant in, and more incontrol of, the learning process.Synchronous versusThe aptitude to thrive in distance education is current in students who have theabovementioned attributes. They must possess time management in order to complete work in atimely manner that does not obstruct other commitments. In order to be successful at completingassignments, distance learners must be self-motivated so that they are able to work at their ownpace and be a successful independent learner. If these characteristics are not being assessed inearning a degree, then learners must be capable of communicating their needs to the correctsupporting system that will support them in achieving success.

The online learning process is normally accelerated and requires commitmenton the student's part. Staying up with the class and completing all work on timeis vital. Once a student gets behind, it is almost impossible to catch up.Basically, the student needs to want to be there, and needs to want theexperience. The instructor may have to contact students personally to offerassistance and remind the student of the need to keep up.Just as many excellent instructors may not be effective online facilitators, not allstudents possess the necessary qualities to perform well online. In your onlinecourse, you may want to include reference links to resources and tips for yourstudents to use to help them be more successful online learners. Clearly outlineyour expectations and the necessary characteristics of a successful onlinestudent so your students can understand if the online environment will be aproductive learning environment for them. Provide a questionnaire forprospective students to fill out to assess whether they are good candidates foronline learning.Online learning has its rewards for both students and instructors, as well as its challengesas weve explored in this article. But with a sound strategy for learning, a strategy foreducation that is specific to the online environment, students have the opportunity to besuccessful online students and life-long learners. I very much like this quote that applies toboth students and instructors, learning is not a spectator sport.

ConclusionThe profile of the online learner population is changing from one that is older, mostly employed, place bound, goal oriented, and intrinsically motivated, to one that is diverse, dynamic, tentative, younger, and responsive to rapid technological changes. This change in profile poses considerable pedagogical challenges that can be addressed through a better understanding of the emerging online learner. The emerging online learner can be described as someone who has a strong academic self-concept; is competent in the use of online learning technologies, particularly communication and collaborative technologies; understands, values, and engages in social interaction and collaborative learning; possesses strong interpersonal and communication skills; and is self-directed.In order to support and promote these characteristics and skills more effectively, the online course developer, instructor, or teacher should focus on designing online learning environments that support exploratory and dialogical learning. Exploratory and dialogical learning environments engage learners in online learning activities that require collaboration, communication, social interaction, reflection, evaluation, and self-directed learning. As the characteristics and skills of the online learner population continue to emerge across generations and future technologies, more immersive pedagogical models will develop, transforming the design of online learning environments.Conclusion, Recommendations and Summary Many studies have attempted to ascertain whether distance education differs from traditional modes of instruction when referring to facilitating student success. The majority of these studies reported no significant differences between the distance and traditional modalities. Most important, the design of such types of research (whether comparative or evaluative) clearly places emphasis on the importance of the method of delivering instruction and is consistent with the instructivist (instructor-centered) learning theory. The research is inconsistent with the constructivist (learner-centered) theory, which is more concerned with the role of the student in learning than with the role of the instructor in teaching (Diaz, 2000). Teaching online courses can be challenging, time consuming, and require extensive preparation to ensure that things are done well and that students get feedback within 24 hours of posting their responses. Distance leaning is a viable alternative for lifelong learning opportunities, including informal courses, professional development tutorials, and full degree programs. We must be careful to perform in-depth evaluations and assessments of online courses regarding ease of access, media attention or exaggerations, the role and interest of the private sectors, and the major reason for increased demand by both education and business, as well as the effectiveness of online learning activities. Instructional strategies are what really make a difference in how adults learn online, not technology. Instructional methods should make learning meaningful and interesting for adult learners. We must not compare traditional institutions adopting part of their programs, either hybrid or completely online, with other institution the general objectives of which are business, profit, and then education. Faculties among traditional institutions are well educated and have obvious qualifications. The faculties among profit-centered schools are less qualified but still holds qualify degrees. The authenticity of such programs is questionable, along with the qualifications of their faculty. In most cases, such programs limit the quality of the educational system and, as a result, make the college degree less valuable and weaken competitiveness. A colleague once remarked that anybody could have a college degree, given enough money. College degrees are for sale. Since it is becoming a way of making money, we no longer think of the quality of the education system but of quantities to generate FTEs and revenue. We see people today who look good on paper with impressive qualifications but who have no knowledge base. We cannot allow those people to become teachers in the public school or part of the educational system because they would not have anything to offer their students. A good manufacturer produces good products. We still need good standards, good reputations, value, and a competitive spirit that would give students a competitive edge in a global economy. Jennifer Mulrean (2005) asked an important question: Who would hire an online grad? She offered important advice for those seeking degrees online: Find out first how the online degree will measure up against those earned at traditional brick-and-mortar programs and determine whether it will allow the graduate through the door of the human resources department. What is most interesting here is that a survey by the Distance Education and Training Council (DETC) found, almost 70 percent of corporate supervisors rated the value of a distance degree as just valuable or more valuable than resident school degrees in the same field (p. 3). The results of this study provide clear evidence for evaluation of the objectives of distance learning education. The evaluation of such adult learners is important to determine evidence that adults are acquiring knowledge and to develop methods to analyze their needs and to appraise solutions to fulfilling them. Based on the results of this study, it is recommended that evaluation involving evidence about behavior changes in adult learners be conducted routinely for valid evidence of the desired behaviors in online adult learners. Observations online will be useful to determine habits and certain operational skills. Interviews may shed light on changes taking place in attitudes and interests. Such interviews, in the form of questionnaires, will give evidence about interests, attitudes, and behaviors related to distance-learning education.Finally, students rate distance learning in various ways. They find it problematic in the area of curriculum development and agreed that not all courses are suitable for this mode. In most cases, students have been deprived of critical educational experiences essential to real learning. Students indicate some courses could be more time consuming than face-to-face classes and they said they end up getting lectures with a reduction in feedback and personal interaction among colleagues. Most students are not suited to this type of learning, and some subjects are not taught as effectively online as others. Many adult graduate students are attracted to the convenience of distance learning in that it allows them to spend more time with family and to avoid missing work to attend a traditional course. More study is needed to verify the use of technology potential in developing rigorous curriculum for students and attaining the original teaching goals. Distance learning will not produced the same academic elite as the face-to-face mode and would never replace traditional learning; as a result, we have to be careful that we maintain the academic quality that helps students remain competitive in global education and in a global economy. More data need to be accumulated, and there is a definite need to develop strategies for teaching in distance learning in order to teach effectively. Multiple modes of delivery will facilitate teaching methods that build students inquiry and problem-solving skills as well as their content knowledge in every subject. Although technology is an integral part of distance education, any successful program must focus primarily on the instructional needs of the students rather than the technology.6. ConclusionThe current study offers several implications for practice and research. First, there is a need foreffective instructional design for online courses. The design should focus not only on the technologicalaspects of the course, but also on the goals, objectives, and expectations for the learners. Continuing toexplore design models that are most effective for online learning will also help facilitate this activity.Second, there is a need to work with learners to assist them in the development of time managementstrategies. Online courses are dynamic on multiple levels: information is received in a variety of formatsand at different times. When learners are accustomed to learning in more static, real-time contexts, thiscan create significant time management issues. Assisting learners in establishing strategies for managingtheir time may prove to be useful.Finally, there is a need to work with learners to assist them with establishing community or feelings ofconnection in online contexts. Integrating strategies for community building into the design of the coursemay assist with this effort. Continued research related to community building strategies in a variety ofcontexts 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 willcome with challenges. Individuals engaged in an online course may have different qualities for asuccessful online environment or elements that are challenging. Each experience will be unique to theindividual. As educators and students become more comfortable and adept at communicating andlearning at a distance, it will remain imperative that the best practices associated with these learningenvironments continue to be explored.

SummaryThe responses of these successful online students highlight several techniques instructors can use to help their students develop effective online learning skills. Most important is a student's ability to develop a time-management strategy to help manage course requirements as an independent learner.Students who participated in this study agreed that online discussions with fellow students and the instructor are central to the learning experience. Instructors can encourage students to develop techniques to make the most of online discussions, which may add to a student's learning experience and promote success in the online course. The instructor can also encourage students to apply concepts from the online course, or as one student described it, "use it or lose it," to develop an ability to retain and synthesize course objectives.The successful online students who participated in this study also agreed on the importance of developing and asking thoughtful questions as a technique to engage both fellow students and the instructor. As one student explained, this is a way to "go deeper into the subject" and that "going deeper makes the subject matter more understandable."Staying motivated in the class is a challenge for students studying independently. Students who develop a personal motivation strategy find it a great asset to the online learning experience, one that can keep them from losing interest or burning out.Another technique the successful online students in this study agree on is the importance of making a connection with fellow students. Students who develop a meaningful connection with their fellows can receive and provide support. The online connections also promote a sense of being a learner among other learners.No magical formula guarantees success in online learning. One important step for instructors teaching an online course is to recognize that a different set of student skills may be required for students to get good grades (indicating that they have achieved the desired understanding of the subject) and to get the most from an online course. The techniques identified by successful online students can promote a rich learning experience for other students and provide a foundation for them to develop these skills. Instructors can help them get there.