ABSTRACT
More learners, especially those in mid-career, are seeking higher education and utilizing the expediency of the “any time-any place” delivery model offered by many providers (Perkinson, 2004). Consequently, the dynamic of the online interaction is becoming increasingly significant in terms of the quality of the teaching and learning experience. Understanding the encounters that result and the different ways that teachers and learners manifest their online presence, especially when they are communicating through asynchronous channels, is critical to the success of the teaching and learning experience. Salmon (2003) spoke of this as e-moderating presence and identified key activities for both the teacher (e.g., course expectations and regular communication) and the learner (e.g., active communication with other participants) as essential to establishing and maintaining an online presence. Nevertheless, our experience also highlights a conflict within online environments, where the expectations of the online learner for regular and frequent support are not necessarily aligned with those of the teachers, who often emphasize self-directed learning and student collaboration in order to support the development of an online community.
