ABSTRACT
The author argues that the real issue should be about moving from teacher-controlled to learner-controlled learning, not about moving from traditional to online learning. Nonetheless it is interesting to note that the two key issues that affect the development of online learning are the same problems that confront any institutional delivery of education. Learning how to provide courses by distance education was assisted by pioneers such as M. Knowles and D. Rowntree. One of the major pedagogical themes underpinning the current enthusiasm for online learning appears to be social constructivism. With print-based distance learning, interaction between learners and lecturer is usually confined to the teleconference. Online chat rooms and e-mail provide an excellent opportunity for learners to negotiate assessment items with the lecturer and peers, and to do something other than develop competency to write essays. The notion of alignment poses some interesting questions for the stakeholders in online programme development.
