When distance education via interactive television and the use of multimedia via the world wide web are infused, there are a number of different dimensions that have a major impact on student learning. Among them are (1) the level of interactivity between students and faculty, (2) the ways in which the student can develop and demonstrate what they have learned, (3) the degree of student independence and faculty direction, (4) the degree to which technology is infused into the course, and (5) the way materials are presented. Each of these dimensions generates a different set of questions.

Interactivity primarily refers to the exchanges between students and faculty. This variable stresses how the technology can facilitate faculty-student exchanges so that there is a greater degree of depth in the students' learning.

The students develop and demonstrate what they know and learn by their describing; analyzing; relating to their own experiences, theories, readings, interviews, and practices in profession; and then critically reflecting on their learning. The students visualize the experiences through reports, video clips, child/classroom observations, audio, text reading and review, graphics, animations, case studies and interviews. Students document what they have learned through reports, videos, audiotapes, presentations, and documented interactions (e-mail). The use of interactive television can easily incorporate these traditional modes of student demonstration of knowledge and skills whereas use of the World Wide Web incorporates synchronous and asynchronous discussions and web-based information searches and demonstrations.

The variable of student independence/faculty directedness can be conceptualized as a two dimensional graph with student independence on the y-axis and faculty directedness on the x-axis. All courses can be placed on this graph by examining the degree to which they vary on each dimension. A traditional course, for example, would be high on faculty directedness but low on student independence. An independent learning class may be high in both dimensions depending upon how specific the learning modules are.

The degree that students use technology in class can vary from informati onabout class (syllabus, test examples, etc.) being posted on the Web to class participation being managed using technology. Web technology can be used to further expand class discussions by using interactive synchronous communications-e.g., Web Crossing, Chat rooms; electronic white boards, etc.) or asynchronous communications though discussion boards.

Web instruction is used to provide additional examples and experiences (virtual field trips; access to historical documents, parent stories) (Falk, 1997). Web instruction can give students additional learning tools. The presentation of class materials on the web have variables that are separate but related to the degree of technology used. These include the aesthetic and design elements of the Web presentation.

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