ABSTRACT
There is no sector of professional life so susceptible to cyclical patterns, approaches and trends, as education. Readers will be well aware of the current Zeitgeist informing educational views at the tertiary level; student-directed learning, interaction with other learners and with the learning material, and concomitantly, teachers as facilitators rather than allknowing fonts of knowledge. It is no surprise, therefore, that the technologies in vogue during the 1990s have been those that provide resources for the learner and communication with the teacher and other learners.
