Many institutions are committing resources to technology enhanced learning in the belief that they must do so in order to stay competitive with their peer institutions. The article further provides a model for similar studies using other technologies. Wisher and Priest make the point, as do McDonald and Gibson, that one should understand the task at hand and choose the best tool for it. The discussion of FirstClass is a case in point. These provide the opportunity for asynchronous interaction within a controlled environment of a number of participants.
Students can work in virtual teams, reporting results to the full group.
Early developments such as Participate and Caucus were text-based only and often awkward to use. Recent developments such as FirstClass use a graphical interface and permit document sharing. Within the past eighteen months a number of Web-based course development tools have emerged, permitting not only communication modes, but interactive course components, Web links, and online testing capabilities. These tools are designed to assist faculty in putting their course materials on the Web where they can be used by any enrolled student with access to the Web. The article in this issue focuses on the use of FirstClass to serve students in rural Alaska.