Each example and experiment embodied a pedagogic model, whether explicit or implicit, and promoted a particular organisational style. These promoted a more conversationally oriented pedagogic model, allowing students to discuss their learning with each other and their lecturers or teachers. There were several obstacles to the successful use of these systems. Developments in the nineties promise to change that.
Computers are now widespread in all levels of education, and are more powerful and simpler to use.
But most importantly the emergence of the internet, particularly the WWW, enabled by enormous improvements in bandwidth, have made the electronic delivery of multimedia materials a viable option. In addition the internet has provided the possibility for the integration of the delivery of learning materials and conferencing, bringing together the two central activities involved in teaching and learning. It also means that connections to related materials elsewhere in the academic community can be searched for and made, providing a richer learning experience than might otherwise be possible. Providing resources in this way offers students a rich range of relevant materials, more control over their learning and a route through the plethora of materials on the Internet. It potentially enables lecturers to keep track of their students work, and enables students to use the same client software to interact with them through email when they cannot contact them directly, and to work collaboratively with other students.