#1

Delivery, or the way instruction is distributed, is probably the biggest aspect concerning the educational theories of online and face-to-face instruction. The delivery of content for face-to-face or traditional education usually determines when the learner will learn. Earlier research in the instructional strategies of online instruction versus traditional instruction found that face-to-face classes usually do not consist of much more than lectures, and online courses are not much more than lecture notes on a Web site (Carnevale 2000). Standard teaching methods of traditional education include such things as lecture and small-group work. Conversely, online instruction or distance education puts the learner in control of the learning process. “Knowing beforehand what work will be required shifts the burden of responsibility of meeting those requirements to the student” (Payne 2002).

#2

There are those that believe that Internet technology is changing the way writing is taught and there should be “a resistance to this trend in order to improve the quality of education and student learning” (Anson, 1999). Students have become accustom to “spellcheck” correcting their spelling and grammar mistakes that they are not learning how to do this on their own. The informal uses of e-mail and keyword searches have increased student’s inappropriate use of tone or lack of formal writing abilities, frequent use of fragmented sentences, along with a lack of development of ideas (Anson, 1999). Furthermore, a government study found that the Internet has failed to result in an increase in student achievement on standardized tests, although classrooms have been connected through government efforts (Bourge, 2002).

#3

While designing instruction, educators should consider what makes a student successful. For example, since having good electronic resources available helps a student, educators should include resources into the curriculum. Educators must also design curriculum to provide global examples to make learning relevant.