The use of the World Wide Web is growing at an exponential rate. In addition to user traffic, the creation of Web servers, Home Pages, and other digital resources on the Web is similarly expanding. This increase represents a tremendous potential for educators, but the vast majority of Web sites offer little more than semi-structured data.
Web pages have the potential to be more than a compendium of information.
When properly structured, pages can guide users through a series of instructional activities which present information, afford practice, and provide feedback to inform users of their strengths, weaknesses, and suggestions for enrichment or remediation. Reasons for teaching students at a distance are varied, but stem from both interests of the learners as well as the logistics of operating educational institutions. As such, constituents often have competing needs for institutional resources in the form of attention, energy, and time. Fortunately, many communities and universities are currently undergoing changes in their communication infrastructures which allow them to provide information and instruction to their students beyond traditional means. Allowing students to access course information and instruction on a flexible schedule through telecommunications can help increase the sharing of information and construction of knowledge.