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The following is a summary of the adult distance learning issues found in the literature: (a) more work is needed to find methodologies that achieve better or different learning outcomes than from traditional classrooms; (b) technology will enhance individual choice only if we design it to do that; (c) students in distance education need guidance and relevant discussions and activities, not assignment overload to compensate for lack of face-to-face teaching; (d) eHealth is a popular form of distance education but used mostly by early adopters who represent a small percentage of the at-risk population. The studies indicate that distance learning is being done extensively but there is concern that this methodology is not always meeting the learning needs of the distance learner.
The last theme emerging from the current literature on applying andragogical principles to Internet learning is interactivity. “Effective online courses use interactive instructional strategies and learning events that flow from and support course learning objectives” (Merrill, 2006, p. 13). Technologies that make interactivity possible are called information communication technologies, or ICT. It allows both synchronous (same-time) and asynchronous (different-time) delivery and communication.
High-speed bandwidth Internet capacity is converging with ICT to carry content. The result is course management systems called CMS, such as Blackboard, WebCT, Angel, and eCollege (Merrill, 2006). The role of the facilitator is important as content and process expert, manager of the structure and process, and developer of effective groups. The author notes the importance of the facilitator developing an engaging voice and personalized tone. “Using student names and inclusive language (we, you, our) in emails, forum postings, chat exchanges, and rubric or other assessment feedback helps build relationships” (p. 15).