Online learning is rapidly becoming a permanent feature of higher education. In a preponderance of instances, online learning is designed using conventional educational practices: lecture, grades, group discussion, and the like. Concerns with traditional pedagogy instantiated by course management systems raise questions about the quality of learner's online experiences. There is a need to reconsider the design of learning opportunities in light of emerging online delivery modes. This study compared learner perceptions of two online courses-one using the more traditional approach capitalizing on the affordances of Blackboard and one using the COPLS one-on-one model (Norton, 2003). Results revealed that both environments were perceived as providing a high quality learning experience. In addition, results point to the importance of self-regulation, the role of the instructor/facilitator/mentor, and the role of the group as factors influencing learners' perception of the quality of their learning experience, positive aspects of their learning experience, and challenges that influenced their learning experience. (

As corporate and higher education settings increasingly use Web 2.0 tools, the time has come to think about preparing K-12 in-service teachers to find ways in which these tools might support classroom teaching and learning goals. This article describes a graduate course designed and taught in spring 2007. Using a modeling and situated learning framework, the article discusses Web 2.0 tools, K-12 education, and the course design. It also presents a summary of course participants' survey responses concerning their perceptions of their learning experience. Survey responses demonstrated that teacher-learners appreciated and endorsed the design of the course and felt their learning experiences scaffolded their ability to use Web 2.0 tools in their classroom and school context. The article concludes with several design recommendations and examples of classroom applications.

Few online high schools report requiring online education for their teachers, and few programs exist to prepare teachers to teach online (Smith, Clark,

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