ABSTRACT
Th e fi rst edition of this handbook included a discussion of what was perceived as a pedagogical void in the world of online instruction (Bonk & Dennen, 2003). At that time, the move toward implementing online instruction was far outpacing research. Th e fi rst generation of online classes tended to center around email. Basic asynchronous discussion board activities or synchronous interactions via text chat tools were included when they were feasible considering technological, administrative, and pedagogical concerns. Content typically was provided via static Web pages.
