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bd3eefe99fffd9}}\par\pard\plain\s4\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\sb282\f2\fs31\b1\expnd0\expndtw0\charscalex100 Sense\expnd3\expndtw13  \expnd0\expndtw0 of\expnd3\expndtw13  \expnd0\expndtw0 place\expnd3\expndtw14  \expnd0\expndtw0 in\expnd3\expndtw14  \expnd0\expndtw0 online\expnd3\expndtw14  \expnd0\expndtw0 learning\expnd3\expndtw14  \expnd0\expndtw-2 environments\par\pard\plain\s3\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\sb241\f4\fs19\b1\expnd0\expndtw0\charscalex105 Maria\expnd-2\expndtw-12  \expnd0\expndtw-2 Northcote\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri5916\sl252\slmult1\sb12\f0\fs19\b0\expnd0\expndtw0\charscalex105 Centre\expnd-3\expndtw-13  \expnd0\expndtw0 for\expnd-2\expndtw-12  \expnd0\expndtw0 Teaching\expnd-3\expndtw-13  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 Learning University of Newcastle, NSW\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb14\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li685\ri774\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Online\expnd-1\expndtw-4  \expnd0\expndtw0 learning\expnd-1\expndtw-4  \expnd0\expndtw0 environments\expnd-1\expndtw-4  \expnd0\expndtw0 are\expnd-1\expndtw-4  \expnd0\expndtw0 as\expnd-1\expndtw-4  \expnd0\expndtw0 diverse\expnd-1\expndtw-4  \expnd0\expndtw0 as\expnd-1\expndtw-4  \expnd0\expndtw0 the\expnd-1\expndtw-4  \expnd0\expndtw0 students\expnd-1\expndtw-4  \expnd0\expndtw0 and\expnd-1\expndtw-4  \expnd0\expndtw0 teachers\expnd-1\expndtw-4  \expnd0\expndtw0 who\expnd-1\expndtw-4  \expnd0\expndtw0 inhabit\expnd-1\expndtw-4  \expnd0\expndtw0 them. While one person may envisage an online learning environment to be a simulated website, another may imagine a site where vast numbers of students communicate using discussion boards, email and chat. With these varied expectations and perceptions in mind, this paper begins\expnd0\expndtw-1  \expnd0\expndtw0 by\expnd0\expndtw-1  \expnd0\expndtw0 acknowledging\expnd0\expndtw-1  \expnd0\expndtw0 why\expnd0\expndtw-1  \expnd0\expndtw0 a\expnd0\expndtw-1  \f5\i1\expnd0\expndtw0 sense\expnd0\expndtw-1  \expnd0\expndtw0 of\expnd0\expndtw-1  \expnd0\expndtw0 place\expnd0\expndtw-1  \f0\i0\expnd0\expndtw0 in\expnd0\expndtw-1  \expnd0\expndtw0 online\expnd0\expndtw-1  \expnd0\expndtw0 learning\expnd0\expndtw-1  \expnd0\expndtw0 contexts\expnd0\expndtw-1  \expnd0\expndtw0 can\expnd0\expndtw-1  \expnd0\expndtw0 support\expnd0\expndtw-1  \expnd0\expndtw0 and enhance the quality of student learning in higher education courses which have online components. Using George Seddon\'92s understanding of \f5\i1 sense of place \f0\i0 (Seddon, 1972,\expnd0\expndtw0\charscalex105  2004), the paper presents an analysis of developments in online learning spaces and explores this concept in terms of online learning, identity, community and belonging. As a student,\expnd-1\expndtw-6  \expnd0\expndtw0 locating\expnd-1\expndtw-6  \expnd0\expndtw0 oneself\expnd-1\expndtw-6  \expnd0\expndtw0 in\expnd-1\expndtw-6  \expnd0\expndtw0 an\expnd-1\expndtw-6  \expnd0\expndtw0 online\expnd-1\expndtw-6  \expnd0\expndtw0 learning\expnd-1\expndtw-6  \expnd0\expndtw0 environment\expnd-1\expndtw-6  \expnd0\expndtw0 is\expnd-1\expndtw-6  \expnd0\expndtw0 sometimes\expnd-1\expndtw-6  \expnd0\expndtw0 difficult\expnd-1\expndtw-6  \expnd0\expndtw0 -\expnd-1\expndtw-6  \expnd0\expndtw0 difficult to\expnd-2\expndtw-10  \expnd0\expndtw0 navigate,\expnd-2\expndtw-10  \expnd0\expndtw0 difficult\expnd-2\expndtw-10  \expnd0\expndtw0 to\expnd-2\expndtw-10  \expnd0\expndtw0 know\expnd-2\expndtw-10  \expnd0\expndtw0 and\expnd-2\expndtw-10  \expnd0\expndtw0 difficult\expnd-2\expndtw-10  \expnd0\expndtw0 to\expnd-2\expndtw-10  \expnd0\expndtw0 ascertain\expnd-2\expndtw-10  \expnd0\expndtw0 one\'92s\expnd-2\expndtw-10  \expnd0\expndtw0 location\expnd-2\expndtw-10  \expnd0\expndtw0 as\expnd-2\expndtw-10  \expnd0\expndtw0 an\expnd-2\expndtw-10  \expnd0\expndtw0 individual\expnd-2\expndtw-10  \expnd0\expndtw0 and\expnd-2\expndtw-10  \expnd0\expndtw0 as a member of a community in virtual terms. Although the benefits offered by flexible, technologically-rich learning contexts often outweigh the problems associated with this type of learning, the confusion and disorientation sometimes felt by learners during online learning experiences is thought to be worthy of acknowledgement and analysis. The paper concludes with six recommendations drawn from \'93lessons learned\'94 from online educators and\expnd-1\expndtw-7  \expnd0\expndtw0 students,\expnd-1\expndtw-7  \expnd0\expndtw0 and\expnd-1\expndtw-7  \expnd0\expndtw0 those\expnd-1\expndtw-7  \expnd0\expndtw0 researchers\expnd-1\expndtw-7  \expnd0\expndtw0 who\expnd-1\expndtw-7  \expnd0\expndtw0 have\expnd-1\expndtw-7  \expnd0\expndtw0 investigated\expnd-1\expndtw-7  \expnd0\expndtw0 online\expnd-1\expndtw-7  \expnd0\expndtw0 learning\expnd-1\expndtw-7  \expnd0\expndtw0 contexts\expnd-1\expndtw-7  \expnd0\expndtw0 over\expnd-1\expndtw-7  \expnd0\expndtw0 the past decades. It is anticipated that these recommendations will assist to foster a sense of place in future online learning environments.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb21\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li685\sl240\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Keywords:\expnd-2\expndtw-12  \expnd0\expndtw0 online\expnd-2\expndtw-11  \expnd0\expndtw0 learning,\expnd-2\expndtw-12  \expnd0\expndtw0 sense\expnd-2\expndtw-11  \expnd0\expndtw0 of\expnd-2\expndtw-11  \expnd0\expndtw0 place,\expnd-2\expndtw-12  \expnd0\expndtw-2 community\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb15\f0\fs19\b0\i0\par\pard\plain\s2\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\f2\fs24\b1\expnd0\expndtw0\charscalex100 Introduction:\expnd0\expndtw-2  \expnd0\expndtw0 Is\expnd0\expndtw-1  \f1\i1\expnd0\expndtw0 place\expnd0\expndtw1  \f2\i0\expnd0\expndtw0 important?\expnd0\expndtw-1  \expnd0\expndtw0 What\expnd0\expndtw-1  \expnd0\expndtw0 is\expnd0\expndtw-1  \expnd0\expndtw0 the\expnd0\expndtw-1  \expnd0\expndtw-2 problem?\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\sl252\slmult1\sb237\f5\fs19\b0\i1\expnd0\expndtw0\charscalex105 Teaching online \f0\i0 is a phrase that is used in many contexts by a variety of people both in educational and commercial settings. Similarly, the phrase \f5\i1 learning online \f0\i0 brings about a range of impressions and expectations,\expnd-2\expndtw-11  \expnd0\expndtw0 some\expnd-2\expndtw-11  \expnd0\expndtw0 positive\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw0 others\expnd-2\expndtw-11  \expnd0\expndtw0 not\expnd-2\expndtw-11  \expnd0\expndtw0 so.\expnd-2\expndtw-11  \expnd0\expndtw0 When\expnd-2\expndtw-11  \expnd0\expndtw0 used\expnd-2\expndtw-11  \expnd0\expndtw0 in\expnd-2\expndtw-11  \expnd0\expndtw0 higher\expnd-2\expndtw-11  \expnd0\expndtw0 education\expnd-2\expndtw-11  \expnd0\expndtw0 contexts,\expnd-2\expndtw-11  \expnd0\expndtw0 these\expnd-2\expndtw-11  \expnd0\expndtw0 two\expnd-2\expndtw-11  \expnd0\expndtw0 phrases typically refer to a situation where all or some of the teaching and learning activities in a course are completed in an online environment. The degree to which a course is taught online has typically been referred to as a degree of \f5\i1 onlineness\f0\i0 , a terms used by many online educators including Salmon (2004).\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb13\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Despite how online teaching and learning occurs and despite its degree of onlineness, most researchers and educators seem to agree that the purpose of online learning is to engage the learner in meaningful ways\expnd-2\expndtw-9  \expnd0\expndtw0 in\expnd-2\expndtw-9  \expnd0\expndtw0 order\expnd-2\expndtw-9  \expnd0\expndtw0 to\expnd-2\expndtw-9  \expnd0\expndtw0 achieve\expnd-2\expndtw-9  \expnd0\expndtw0 deep,\expnd-2\expndtw-9  \expnd0\expndtw0 authentic\expnd-2\expndtw-9  \expnd0\expndtw0 and\expnd-2\expndtw-9  \expnd0\expndtw0 applicable\expnd-2\expndtw-9  \expnd0\expndtw0 learning.\expnd-2\expndtw-9  \expnd0\expndtw0 In\expnd-2\expndtw-9  \expnd0\expndtw0 recent\expnd-2\expndtw-9  \expnd0\expndtw0 years,\expnd-2\expndtw-9  \expnd0\expndtw0 there\expnd-2\expndtw-9  \expnd0\expndtw0 has\expnd-2\expndtw-9  \expnd0\expndtw0 been\expnd-2\expndtw-9  \expnd0\expndtw0 much\expnd-2\expndtw-9  \expnd0\expndtw0 talk and debate about how to achieve such a commendable goal in conjunction with pedagogical cautions about\expnd0\expndtw-1  \expnd0\expndtw0 not\expnd0\expndtw-1  \expnd0\expndtw0 focusing\expnd0\expndtw-1  \expnd0\expndtw0 too\expnd0\expndtw-1  \expnd0\expndtw0 heavily\expnd0\expndtw-1  \expnd0\expndtw0 on\expnd0\expndtw-1  \expnd0\expndtw0 the\expnd0\expndtw-1  \expnd0\expndtw0 technology\expnd0\expndtw-1  \expnd0\expndtw0 of\expnd0\expndtw-1  \expnd0\expndtw0 online\expnd0\expndtw-1  \expnd0\expndtw0 learning\expnd0\expndtw-1  \expnd0\expndtw0 environments\expnd0\expndtw-1  \expnd0\expndtw0 to\expnd0\expndtw-1  \expnd0\expndtw0 the\expnd0\expndtw-1  \expnd0\expndtw0 detriment\expnd0\expndtw-1  \expnd0\expndtw0 of\expnd0\expndtw-1  \expnd0\expndtw0 the quality\expnd-1\expndtw-3  \expnd0\expndtw0 of\expnd-1\expndtw-3  \expnd0\expndtw0 learning\expnd-1\expndtw-3  \expnd0\expndtw0 itself.\expnd-1\expndtw-3  \expnd0\expndtw0 An\expnd-1\expndtw-3  \expnd0\expndtw0 over\expnd-1\expndtw-3  \expnd0\expndtw0 emphasis\expnd-1\expndtw-3  \expnd0\expndtw0 on\expnd-1\expndtw-3  \expnd0\expndtw0 the\expnd-1\expndtw-3  \expnd0\expndtw0 technologies\expnd-1\expndtw-3  \expnd0\expndtw0 used\expnd-1\expndtw-3  \expnd0\expndtw0 in\expnd-1\expndtw-3  \expnd0\expndtw0 online\expnd-1\expndtw-3  \expnd0\expndtw0 learning\expnd-1\expndtw-3  \expnd0\expndtw0 contexts\expnd-1\expndtw-3  \expnd0\expndtw0 does\expnd-1\expndtw-3  \expnd0\expndtw0 not necessarily benefit the learner or improve the quality of the learning. This paper recognises how online learning and teaching technologies can indeed enhance or detract from a sense of place for students in online\expnd-2\expndtw-12  \expnd0\expndtw0 learning\expnd-2\expndtw-12  \expnd0\expndtw0 environments,\expnd-2\expndtw-12  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 relies\expnd-2\expndtw-12  \expnd0\expndtw0 upon\expnd-2\expndtw-12  \expnd0\expndtw0 previous\expnd-2\expndtw-12  \expnd0\expndtw0 literature\expnd-2\expndtw-12  \expnd0\expndtw0 to\expnd-2\expndtw-12  \expnd0\expndtw0 inform\expnd-2\expndtw-12  \expnd0\expndtw0 the\expnd-2\expndtw-12  \expnd0\expndtw0 recommendations\expnd-2\expndtw-12  \expnd0\expndtw0 included in the second half of the paper.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb17\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 A\expnd-2\expndtw-10  \expnd0\expndtw0 sense\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 place\expnd-2\expndtw-10  \expnd0\expndtw0 is\expnd-2\expndtw-10  \expnd0\expndtw0 needed\expnd-2\expndtw-10  \expnd0\expndtw0 in\expnd-2\expndtw-10  \expnd0\expndtw0 online\expnd-2\expndtw-10  \expnd0\expndtw0 learning\expnd-2\expndtw-10  \expnd0\expndtw0 communities\expnd-2\expndtw-10  \expnd0\expndtw0 (Brook\expnd-2\expndtw-10  \expnd0\expndtw0 &\expnd-2\expndtw-10  \expnd0\expndtw0 Oliver,\expnd-2\expndtw-10  \expnd0\expndtw0 2003;\expnd-2\expndtw-10  \expnd0\expndtw0 Lorion\expnd-2\expndtw-10  \expnd0\expndtw0 &\expnd-2\expndtw-10  \expnd0\expndtw0 Newbrough, 1996) to maximise the quality of student learning. This is best done when the learning and teaching processes\expnd-2\expndtw-9  \expnd0\expndtw0 are\expnd-2\expndtw-9  \expnd0\expndtw0 at\expnd-2\expndtw-9  \expnd0\expndtw0 the\expnd-2\expndtw-9  \expnd0\expndtw0 forefront,\expnd-2\expndtw-9  \expnd0\expndtw0 rather\expnd-2\expndtw-9  \expnd0\expndtw0 than\expnd-2\expndtw-9  \expnd0\expndtw0 the\expnd-2\expndtw-9  \expnd0\expndtw0 technology.\expnd-2\expndtw-9  \expnd0\expndtw0 Whereas\expnd-2\expndtw-9  \expnd0\expndtw0 the\expnd-2\expndtw-9  \expnd0\expndtw0 technology\expnd-2\expndtw-9  \expnd0\expndtw0 used\expnd-2\expndtw-9  \expnd0\expndtw0 in\expnd-2\expndtw-9  \expnd0\expndtw0 online\expnd-2\expndtw-9  \expnd0\expndtw0 learning contexts can sometimes dominate these contexts (Goodfellow & Lea, 2007), educators such as Clark, even as far back as 1983, suggest that \'93... educational technologies are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition\'94 (R. E. Clark, 1983, p. 445). Since then, we have constantly been reminded\expnd-1\expndtw-7  \expnd0\expndtw0 to\expnd-1\expndtw-7  \expnd0\expndtw0 focus\expnd-1\expndtw-7  \expnd0\expndtw0 on\expnd-1\expndtw-7  \expnd0\expndtw0 the\expnd-1\expndtw-7  \expnd0\expndtw0 learning\expnd-1\expndtw-7  \expnd0\expndtw0 instead\expnd-1\expndtw-7  \expnd0\expndtw0 of\expnd-1\expndtw-7  \expnd0\expndtw0 allowing\expnd-1\expndtw-7  \expnd0\expndtw0 the\expnd-1\expndtw-7  \expnd0\expndtw0 technology\expnd-1\expndtw-7  \expnd0\expndtw0 alone\expnd-1\expndtw-7  \expnd0\expndtw0 to\expnd-1\expndtw-7  \expnd0\expndtw0 influence\expnd-1\expndtw-7  \expnd0\expndtw0 course\expnd-1\expndtw-7  \expnd0\expndtw0 structures and processes (Marrett & Harvey, 2001) and to consider how to cultivate a \'93sense of remote presence\'94\par\sect\sectd\sbkpage\headery0\footery787\margtsxn1060\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb78\f0\fs19\b0\expnd0\expndtw0\charscalex105 (Fontaine, 2002, p. 33) in online learning environments. As course designers and facilitators in online learning contexts, we are also reminded of the value of relationships in learning processes, a reminder which\expnd-2\expndtw-9  \expnd0\expndtw0 is\expnd-2\expndtw-9  \expnd0\expndtw0 often\expnd-2\expndtw-9  \expnd0\expndtw0 accompanied\expnd-2\expndtw-9  \expnd0\expndtw0 by\expnd-2\expndtw-9  \expnd0\expndtw0 a\expnd-2\expndtw-9  \expnd0\expndtw0 recommendation\expnd-2\expndtw-9  \expnd0\expndtw0 to\expnd-2\expndtw-9  \expnd0\expndtw0 work\expnd-2\expndtw-9  \expnd0\expndtw0 in\expnd-2\expndtw-9  \expnd0\expndtw0 a\expnd-2\expndtw-9  \expnd0\expndtw0 more\expnd-2\expndtw-9  \expnd0\expndtw0 \'93intimate\expnd-2\expndtw-9  \expnd0\expndtw0 way\'94\expnd-2\expndtw-9  \expnd0\expndtw0 (Keough,\expnd-2\expndtw-9  \expnd0\expndtw0 2005,\expnd-2\expndtw-9  \expnd0\expndtw0 p.\expnd-2\expndtw-9  \expnd0\expndtw0 1) when\expnd-1\expndtw-7  \expnd0\expndtw0 teaching\expnd-1\expndtw-7  \expnd0\expndtw0 online.\expnd-1\expndtw-7  \expnd0\expndtw0 This\expnd-1\expndtw-7  \expnd0\expndtw0 paper,\expnd-1\expndtw-7  \expnd0\expndtw0 while\expnd-1\expndtw-7  \expnd0\expndtw0 acknowledging\expnd-1\expndtw-7  \expnd0\expndtw0 the\expnd-1\expndtw-7  \expnd0\expndtw0 value\expnd-1\expndtw-7  \expnd0\expndtw0 of\expnd-1\expndtw-7  \expnd0\expndtw0 developing\expnd-1\expndtw-7  \expnd0\expndtw0 a\expnd-1\expndtw-7  \expnd0\expndtw0 sense\expnd-1\expndtw-7  \expnd0\expndtw0 of\expnd-1\expndtw-7  \expnd0\expndtw0 community\expnd-1\expndtw-7  \expnd0\expndtw0 in online learning environments, focuses more specifically on a sense of a place required by individual learners \f5\i1 within \f0\i0 such communities.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb17\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri286\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Just\expnd-1\expndtw-7  \expnd0\expndtw0 as\expnd-1\expndtw-7  \expnd0\expndtw0 effective\expnd-1\expndtw-7  \expnd0\expndtw0 face-to-face\expnd-1\expndtw-7  \expnd0\expndtw0 teaching\expnd-1\expndtw-7  \expnd0\expndtw0 and\expnd-1\expndtw-7  \expnd0\expndtw0 learning,\expnd-1\expndtw-7  \expnd0\expndtw0 online\expnd-1\expndtw-7  \expnd0\expndtw0 learning\expnd-1\expndtw-7  \expnd0\expndtw0 and\expnd-1\expndtw-7  \expnd0\expndtw0 teaching\expnd-1\expndtw-7  \expnd0\expndtw0 benefit\expnd-1\expndtw-7  \expnd0\expndtw0 from\expnd-1\expndtw-7  \expnd0\expndtw0 purposeful curriculum\expnd-2\expndtw-12  \expnd0\expndtw0 design\expnd-2\expndtw-12  \expnd0\expndtw0 in\expnd-2\expndtw-12  \expnd0\expndtw0 which\expnd-2\expndtw-12  \expnd0\expndtw0 learning\expnd-2\expndtw-12  \expnd0\expndtw0 purposes,\expnd-2\expndtw-12  \expnd0\expndtw0 learning\expnd-2\expndtw-12  \expnd0\expndtw0 guidelines\expnd-2\expndtw-12  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 appropriate\expnd-2\expndtw-12  \expnd0\expndtw0 resources\expnd-2\expndtw-12  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 learning activities and interactions are structured in meaningful ways. Without such guidance, individual online learners\expnd-2\expndtw-8  \expnd0\expndtw0 can\expnd-2\expndtw-8  \expnd0\expndtw0 find\expnd-2\expndtw-8  \expnd0\expndtw0 themselves\expnd-2\expndtw-8  \expnd0\expndtw0 confused,\expnd-2\expndtw-8  \expnd0\expndtw0 misplaced\expnd-2\expndtw-8  \expnd0\expndtw0 and\expnd-2\expndtw-8  \expnd0\expndtw0 even\expnd-2\expndtw-8  \expnd0\expndtw0 frustrated\expnd-2\expndtw-8  \expnd0\expndtw0 in\expnd-2\expndtw-8  \expnd0\expndtw0 terms\expnd-2\expndtw-8  \expnd0\expndtw0 of\expnd-2\expndtw-8  \expnd0\expndtw0 their\expnd-2\expndtw-8  \expnd0\expndtw0 lack\expnd-2\expndtw-8  \expnd0\expndtw0 of\expnd-2\expndtw-8  \f5\i1\expnd0\expndtw0 place-ness\f0\i0 . Agger-Gupta (2002, p. 144) describes these emerging issues and defines some of them as \'93self and identity\'94 and \'93relational spaces\'94, which require analysis in the complex world of online learning. So, although the benefits offered by flexible, technologically-rich learning contexts often outweigh the problems\expnd-1\expndtw-7  \expnd0\expndtw0 associated\expnd-1\expndtw-7  \expnd0\expndtw0 with\expnd-1\expndtw-7  \expnd0\expndtw0 this\expnd-1\expndtw-7  \expnd0\expndtw0 type\expnd-1\expndtw-7  \expnd0\expndtw0 of\expnd-1\expndtw-7  \expnd0\expndtw0 virtual\expnd-1\expndtw-7  \expnd0\expndtw0 learning,\expnd-1\expndtw-7  \expnd0\expndtw0 the\expnd-1\expndtw-7  \expnd0\expndtw0 confusion\expnd-1\expndtw-7  \expnd0\expndtw0 and\expnd-1\expndtw-7  \expnd0\expndtw0 disorientation\expnd-1\expndtw-7  \expnd0\expndtw0 sometimes\expnd-1\expndtw-7  \expnd0\expndtw0 felt\expnd-1\expndtw-7  \expnd0\expndtw0 by students\expnd-2\expndtw-12  \expnd0\expndtw0 during\expnd-2\expndtw-12  \expnd0\expndtw0 online\expnd-2\expndtw-12  \expnd0\expndtw0 learning\expnd-2\expndtw-12  \expnd0\expndtw0 experiences\expnd-2\expndtw-12  \expnd0\expndtw0 is\expnd-2\expndtw-12  \expnd0\expndtw0 real\expnd-2\expndtw-12  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 requires\expnd-2\expndtw-12  \expnd0\expndtw0 purposeful\expnd-2\expndtw-12  \expnd0\expndtw0 consideration\expnd-2\expndtw-12  \expnd0\expndtw0 by\expnd-2\expndtw-12  \expnd0\expndtw0 online\expnd-2\expndtw-12  \expnd0\expndtw0 course \expnd0\expndtw-2 designers.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb17\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri335\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 The\expnd-2\expndtw-9  \expnd0\expndtw0 concept\expnd-2\expndtw-9  \expnd0\expndtw0 of\expnd-2\expndtw-9  \expnd0\expndtw0 place,\expnd-2\expndtw-9  \expnd0\expndtw0 in\expnd-2\expndtw-9  \expnd0\expndtw0 real\expnd-2\expndtw-9  \expnd0\expndtw0 and\expnd-2\expndtw-9  \expnd0\expndtw0 virtual\expnd-2\expndtw-9  \expnd0\expndtw0 environments,\expnd-2\expndtw-9  \expnd0\expndtw0 is\expnd-2\expndtw-9  \expnd0\expndtw0 one\expnd-2\expndtw-9  \expnd0\expndtw0 that\expnd-2\expndtw-9  \expnd0\expndtw0 has\expnd-2\expndtw-9  \expnd0\expndtw0 been\expnd-2\expndtw-9  \expnd0\expndtw0 developing\expnd-2\expndtw-9  \expnd0\expndtw0 over\expnd-2\expndtw-9  \expnd0\expndtw0 the\expnd-2\expndtw-9  \expnd0\expndtw0 years\expnd-2\expndtw-9  \expnd0\expndtw0 in the consciousness of many educators and students from various disciplines and contexts. In some contexts, like the online learning environment, it has become a measure of a student\'92s or a teacher\'92s virtual location and personal sense of place, and may contribute to a sense of online community. This sense of place is often experienced more at the individual level than the community level. Although speaking from an environmental perspective, Seddon (2004, p. iii), for example, describes how this concept\expnd-1\expndtw-7  \expnd0\expndtw0 has\expnd-1\expndtw-7  \expnd0\expndtw0 grown\expnd-1\expndtw-7  \expnd0\expndtw0 over\expnd-1\expndtw-7  \expnd0\expndtw0 the\expnd-1\expndtw-7  \expnd0\expndtw0 years\expnd-1\expndtw-7  \expnd0\expndtw0 and\expnd-1\expndtw-7  \expnd0\expndtw0 how\expnd-1\expndtw-7  \expnd0\expndtw0 it\expnd-1\expndtw-7  \expnd0\expndtw0 has\expnd-1\expndtw-7  \expnd0\expndtw0 taken\expnd-1\expndtw-7  \expnd0\expndtw0 on\expnd-1\expndtw-7  \expnd0\expndtw0 a\expnd-1\expndtw-7  \expnd0\expndtw0 respectable\expnd-1\expndtw-7  \expnd0\expndtw0 status,\expnd-1\expndtw-7  \expnd0\expndtw0 one\expnd-1\expndtw-7  \expnd0\expndtw0 that\expnd-1\expndtw-7  \expnd0\expndtw0 can\expnd-1\expndtw-7  \expnd0\expndtw0 also\expnd-1\expndtw-7  \expnd0\expndtw0 be\expnd-1\expndtw-7  \expnd0\expndtw0 seen as a useful analytical framework in the field of online education:\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb15\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li685\ri774\sl252\slmult1\sb1\f0\fs19\b0\expnd0\expndtw0\charscalex105 \'91Place\'92\expnd-1\expndtw-4  \expnd0\expndtw0 was\expnd-1\expndtw-4  \expnd0\expndtw0 not\expnd-1\expndtw-4  \expnd0\expndtw0 much\expnd-1\expndtw-4  \expnd0\expndtw0 talked\expnd-1\expndtw-4  \expnd0\expndtw0 about\expnd-1\expndtw-4  \expnd0\expndtw0 thirty\expnd-1\expndtw-4  \expnd0\expndtw0 years\expnd-1\expndtw-4  \expnd0\expndtw0 ago\expnd-1\expndtw-4  \expnd0\expndtw0 but\expnd-1\expndtw-4  \expnd0\expndtw0 things\expnd-1\expndtw-4  \expnd0\expndtw0 have\expnd-1\expndtw-4  \expnd0\expndtw0 changed\expnd-1\expndtw-4  \expnd0\expndtw0 at\expnd-1\expndtw-4  \expnd0\expndtw0 two\expnd-1\expndtw-4  \expnd0\expndtw0 levels. The\expnd-2\expndtw-8  \expnd0\expndtw0 first\expnd-2\expndtw-8  \expnd0\expndtw0 is\expnd-2\expndtw-8  \expnd0\expndtw0 that\expnd-2\expndtw-8  \expnd0\expndtw0 \'91sense\expnd-2\expndtw-8  \expnd0\expndtw0 of\expnd-2\expndtw-8  \expnd0\expndtw0 place\'92\expnd-2\expndtw-8  \expnd0\expndtw0 has\expnd-2\expndtw-8  \expnd0\expndtw0 become\expnd-2\expndtw-8  \expnd0\expndtw0 a\expnd-2\expndtw-8  \expnd0\expndtw0 mantra\expnd-2\expndtw-8  \expnd0\expndtw0 with\expnd-2\expndtw-8  \expnd0\expndtw0 some,\expnd-2\expndtw-8  \expnd0\expndtw0 usually\expnd-2\expndtw-8  \expnd0\expndtw0 in\expnd-2\expndtw-8  \expnd0\expndtw0 the\expnd-2\expndtw-8  \expnd0\expndtw0 interests\expnd-2\expndtw-8  \expnd0\expndtw0 of resisting change, sometimes wisely, sometimes not, at times suggesting a society that is unsure of the future and prefers to cling to the past. At the other end of the scale, \'91place studies\'92 are now academically respectable, and there is an international \'91place network\'92. This is essentially analytical rather than promotional, attempting to understand how the values we attach to place are generated and maintained.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb13\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Just\expnd0\expndtw-1  \expnd0\expndtw0 as\expnd0\expndtw-1  \expnd0\expndtw0 Seddon\expnd0\expndtw-1  \expnd0\expndtw0 suggests,\expnd0\expndtw-1  \expnd0\expndtw0 a\expnd0\expndtw-1  \expnd0\expndtw0 consideration\expnd0\expndtw-1  \expnd0\expndtw0 of\expnd0\expndtw-1  \expnd0\expndtw0 place\expnd0\expndtw-1  \expnd0\expndtw0 is\expnd0\expndtw-1  \expnd0\expndtw0 a\expnd0\expndtw-1  \expnd0\expndtw0 means\expnd0\expndtw-1  \expnd0\expndtw0 to\expnd0\expndtw-1  \expnd0\expndtw0 analyse\expnd0\expndtw-1  \expnd0\expndtw0 our\expnd0\expndtw-1  \expnd0\expndtw0 own\expnd0\expndtw-1  \expnd0\expndtw0 values\expnd0\expndtw-1  \expnd0\expndtw0 and\expnd0\expndtw-1  \expnd0\expndtw0 how\expnd0\expndtw-1  \expnd0\expndtw0 they\expnd0\expndtw-1  \expnd0\expndtw0 are attached\expnd-1\expndtw-3  \expnd0\expndtw0 to\expnd-1\expndtw-3  \expnd0\expndtw0 places,\expnd-1\expndtw-3  \expnd0\expndtw0 so\expnd-1\expndtw-3  \expnd0\expndtw0 too,\expnd-1\expndtw-3  \expnd0\expndtw0 the\expnd-1\expndtw-3  \expnd0\expndtw0 sense\expnd-1\expndtw-3  \expnd0\expndtw0 of\expnd-1\expndtw-3  \expnd0\expndtw0 place\expnd-1\expndtw-3  \expnd0\expndtw0 that\expnd-1\expndtw-3  \expnd0\expndtw0 students\expnd-1\expndtw-3  \expnd0\expndtw0 experience\expnd-1\expndtw-3  \expnd0\expndtw0 in\expnd-1\expndtw-3  \expnd0\expndtw0 online\expnd-1\expndtw-3  \expnd0\expndtw0 learning\expnd-1\expndtw-3  \expnd0\expndtw0 contexts\expnd-1\expndtw-3  \expnd0\expndtw0 requires analysis for the betterment of online learning design. In terms of the online learning environment, a student\'92s\expnd0\expndtw-2  \expnd0\expndtw0 sense\expnd0\expndtw-2  \expnd0\expndtw0 of\expnd0\expndtw-2  \expnd0\expndtw0 place\expnd0\expndtw-2  \expnd0\expndtw0 can\expnd0\expndtw-2  \expnd0\expndtw0 be\expnd0\expndtw-2  \expnd0\expndtw0 crucial\expnd0\expndtw-2  \expnd0\expndtw0 to\expnd0\expndtw-2  \expnd0\expndtw0 their\expnd0\expndtw-2  \expnd0\expndtw0 overall\expnd0\expndtw-2  \expnd0\expndtw0 experience\expnd0\expndtw-2  \expnd0\expndtw0 of\expnd0\expndtw-2  \expnd0\expndtw0 learning.\expnd0\expndtw-2  \expnd0\expndtw0 Kirkup\expnd0\expndtw-2  \expnd0\expndtw0 (2001,\expnd0\expndtw-2  \expnd0\expndtw0 p.\expnd0\expndtw-2  \expnd0\expndtw0 72)\expnd0\expndtw-2  \expnd0\expndtw0 notes that\expnd0\expndtw-2  \expnd0\expndtw0 questions\expnd0\expndtw-2  \expnd0\expndtw0 including\expnd0\expndtw-2  \expnd0\expndtw0 \'93where\expnd0\expndtw-2  \expnd0\expndtw0 are\expnd0\expndtw-2  \expnd0\expndtw0 you?\'94\expnd0\expndtw-2  \expnd0\expndtw0 and\expnd0\expndtw-2  \expnd0\expndtw0 \'93who\expnd0\expndtw-2  \expnd0\expndtw0 are\expnd0\expndtw-2  \expnd0\expndtw0 you?\'94\expnd0\expndtw-2  \expnd0\expndtw0 are\expnd0\expndtw-2  \expnd0\expndtw0 commonly\expnd0\expndtw-2  \expnd0\expndtw0 asked\expnd0\expndtw-2  \expnd0\expndtw0 in\expnd0\expndtw-2  \expnd0\expndtw0 online\expnd0\expndtw-2  \expnd0\expndtw0 discussion forums. Furthermore, a place to \'93hang out\'94 has also been found to be a positive influence on an online learner\'92s experience (Harris, 2004, p. 2). This is especially important for students studying in isolation. For these students, a sense of community, location and personal identity within their online learning environments can replace the loss that some students report when they no longer have opportunities to interact\expnd-2\expndtw-8  \expnd0\expndtw0 with\expnd-2\expndtw-8  \expnd0\expndtw0 others\expnd-2\expndtw-8  \expnd0\expndtw0 on\expnd-2\expndtw-8  \expnd0\expndtw0 a\expnd-2\expndtw-8  \expnd0\expndtw0 face-to-face\expnd-2\expndtw-8  \expnd0\expndtw0 basis.\expnd-2\expndtw-8  \expnd0\expndtw0 The\expnd-2\expndtw-8  \expnd0\expndtw0 connection\expnd-2\expndtw-8  \expnd0\expndtw0 between\expnd-2\expndtw-8  \expnd0\expndtw0 upholding\expnd-2\expndtw-8  \expnd0\expndtw0 a\expnd-2\expndtw-8  \expnd0\expndtw0 sense\expnd-2\expndtw-8  \expnd0\expndtw0 of\expnd-2\expndtw-8  \expnd0\expndtw0 community\expnd-2\expndtw-8  \expnd0\expndtw0 and a sense of place is also reliant upon the sense of identity held by each of the individual teachers and students involved: \'93A sense of community comes from a sense of shared identity, discourse or values\'94 (Marrett & Harvey, 2001, p. 79). In these instances, a sense of identity and place frequently precede a sense of community. Without a sense of place, individual students may not be able to contribute or participate\expnd-2\expndtw-10  \expnd0\expndtw0 in\expnd-2\expndtw-10  \expnd0\expndtw0 online\expnd-2\expndtw-10  \expnd0\expndtw0 communities.\expnd-2\expndtw-10  \expnd0\expndtw0 For\expnd-2\expndtw-10  \expnd0\expndtw0 some\expnd-2\expndtw-10  \expnd0\expndtw0 students,\expnd-2\expndtw-10  \expnd0\expndtw0 a\expnd-2\expndtw-10  \expnd0\expndtw0 decision\expnd-2\expndtw-10  \expnd0\expndtw0 to\expnd-2\expndtw-10  \expnd0\expndtw0 \'93switch\expnd-2\expndtw-10  \expnd0\expndtw0 off\'94\expnd-2\expndtw-10  \expnd0\expndtw0 can\expnd-2\expndtw-10  \expnd0\expndtw0 literally\expnd-2\expndtw-10  \expnd0\expndtw0 mark\expnd-2\expndtw-10  \expnd0\expndtw0 the\expnd-2\expndtw-10  \expnd0\expndtw0 end of\expnd0\expndtw-1  \expnd0\expndtw0 their\expnd0\expndtw-1  \expnd0\expndtw0 online\expnd0\expndtw-1  \expnd0\expndtw0 learning\expnd0\expndtw-1  \expnd0\expndtw0 experience.\expnd0\expndtw-1  \expnd0\expndtw0 For\expnd0\expndtw-1  \expnd0\expndtw0 those\expnd0\expndtw-1  \expnd0\expndtw0 who\expnd0\expndtw-1  \expnd0\expndtw0 experience\expnd0\expndtw-1  \expnd0\expndtw0 a\expnd0\expndtw-1  \expnd0\expndtw0 greater\expnd0\expndtw-1  \expnd0\expndtw0 sense\expnd0\expndtw-1  \expnd0\expndtw0 of\expnd0\expndtw-1  \expnd0\expndtw0 place,\expnd0\expndtw-1  \expnd0\expndtw0 a\expnd0\expndtw-1  \expnd0\expndtw0 greater\expnd0\expndtw-1  \expnd0\expndtw0 sense\expnd0\expndtw-1  \expnd0\expndtw0 of community or a greater sense of personal acknowledgement, this a sense may be just enough to keep them \'93switched on\'94 to learning in the online environment long enough to \'93hang in there\'94 and succeed.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb24\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\sl249\slmult1\sb1\f0\fs19\b0\expnd0\expndtw0\charscalex105 In\expnd-2\expndtw-9  \expnd0\expndtw0 order\expnd-2\expndtw-9  \expnd0\expndtw0 to\expnd-2\expndtw-9  \expnd0\expndtw0 address\expnd-2\expndtw-9  \expnd0\expndtw0 these\expnd-2\expndtw-9  \expnd0\expndtw0 issues\expnd-2\expndtw-9  \expnd0\expndtw0 in\expnd-2\expndtw-9  \expnd0\expndtw0 online\expnd-2\expndtw-9  \expnd0\expndtw0 learning\expnd-2\expndtw-9  \expnd0\expndtw0 environments\expnd-2\expndtw-9  \expnd0\expndtw0 so\expnd-2\expndtw-9  \expnd0\expndtw0 that\expnd-2\expndtw-9  \expnd0\expndtw0 they\expnd-2\expndtw-9  \expnd0\expndtw0 do\expnd-2\expndtw-9  \expnd0\expndtw0 not\expnd-2\expndtw-9  \expnd0\expndtw0 detract\expnd-2\expndtw-9  \expnd0\expndtw0 from\expnd-2\expndtw-9  \expnd0\expndtw0 students\'92 online learning experiences, the literature about online learning and teaching has been analysed for the purposes of extracting some useful recommendations for future online course design.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb7\f0\fs19\b0\i0\par\pard\plain\s2\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\f2\fs24\b1\expnd0\expndtw0\charscalex100 Where\expnd-1\expndtw-3  \expnd0\expndtw0 to\expnd0\expndtw-2  \expnd0\expndtw0 from\expnd0\expndtw-2  here?\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb242\f0\fs19\b0\expnd0\expndtw0\charscalex105 Recent\expnd-2\expndtw-8  \expnd0\expndtw0 educational\expnd-2\expndtw-8  \expnd0\expndtw0 literature\expnd-2\expndtw-8  \expnd0\expndtw0 has\expnd-2\expndtw-8  \expnd0\expndtw0 begun\expnd-2\expndtw-8  \expnd0\expndtw0 to\expnd-2\expndtw-8  \expnd0\expndtw0 address\expnd-2\expndtw-8  \expnd0\expndtw0 the\expnd-2\expndtw-8  \expnd0\expndtw0 problem\expnd-2\expndtw-8  \expnd0\expndtw0 of\expnd-2\expndtw-8  \expnd0\expndtw0 how\expnd-2\expndtw-8  \expnd0\expndtw0 to\expnd-2\expndtw-8  \expnd0\expndtw0 modify\expnd-2\expndtw-8  \expnd0\expndtw0 learning\expnd-2\expndtw-8  \expnd0\expndtw0 environments that\expnd-2\expndtw-10  \expnd0\expndtw0 lack\expnd-2\expndtw-10  \expnd0\expndtw0 a\expnd-2\expndtw-10  \expnd0\expndtw0 sense\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 place\expnd-2\expndtw-10  \expnd0\expndtw0 for\expnd-2\expndtw-10  \expnd0\expndtw0 online\expnd-2\expndtw-10  \expnd0\expndtw0 learners.\expnd-2\expndtw-10  \expnd0\expndtw0 When\expnd-2\expndtw-10  \expnd0\expndtw0 designing\expnd-2\expndtw-10  \expnd0\expndtw0 these\expnd-2\expndtw-10  \expnd0\expndtw0 environments,\expnd-2\expndtw-10  \expnd0\expndtw0 educators\expnd-2\expndtw-10  \expnd0\expndtw0 have\expnd-2\expndtw-10  \expnd0\expndtw0 begun\par\sect\sectd\sbkpage\headery0\footery787\margtsxn1060\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb78\f0\fs19\b0\expnd0\expndtw0\charscalex105 to focus more on the humanisation or the personalisation of online learning contexts (Hudson, 2002; Jacobson, 1993; Keough, 2005) in order to recognise and value individual students\'92 contributions and learning experiences. This movement has developed in response to claims about online learning environments\expnd0\expndtw-2  \expnd0\expndtw0 being\expnd0\expndtw-2  \expnd0\expndtw0 faceless,\expnd0\expndtw-2  \expnd0\expndtw0 frustrating,\expnd0\expndtw-2  \expnd0\expndtw0 alienating\expnd0\expndtw-2  \expnd0\expndtw0 and\expnd0\expndtw-2  \expnd0\expndtw0 unreal\expnd0\expndtw-2  \expnd0\expndtw0 (Paxton,\expnd0\expndtw-2  \expnd0\expndtw0 2003),\expnd0\expndtw-2  \expnd0\expndtw0 isolatory,\expnd0\expndtw-2  \expnd0\expndtw0 inhuman,\expnd0\expndtw-2  \expnd0\expndtw0 cold, and even hostile (Brabazon, 2002) and disembodying (D. Clark, 2002) for students. Some studies attribute\expnd-1\expndtw-3  \expnd0\expndtw0 the\expnd-1\expndtw-3  \expnd0\expndtw0 blame\expnd-1\expndtw-3  \expnd0\expndtw0 for\expnd-1\expndtw-3  \expnd0\expndtw0 these\expnd-1\expndtw-3  \expnd0\expndtw0 negative\expnd-1\expndtw-3  \expnd0\expndtw0 feelings\expnd-1\expndtw-3  \expnd0\expndtw0 to\expnd-1\expndtw-3  \expnd0\expndtw0 the\expnd-1\expndtw-3  \expnd0\expndtw0 quantity\expnd-1\expndtw-3  \expnd0\expndtw0 of\expnd-1\expndtw-3  \expnd0\expndtw0 information\expnd-1\expndtw-3  \expnd0\expndtw0 and\expnd-1\expndtw-3  \expnd0\expndtw0 resources\expnd-1\expndtw-3  \expnd0\expndtw0 being\expnd-1\expndtw-3  \expnd0\expndtw0 offered to students online while others hold the actual technology responsible for creating a sense of displacement.\expnd-1\expndtw-5  \expnd0\expndtw0 Students\expnd-1\expndtw-5  \expnd0\expndtw0 report\expnd-1\expndtw-5  \expnd0\expndtw0 on\expnd-1\expndtw-5  \expnd0\expndtw0 experiencing\expnd-1\expndtw-5  \expnd0\expndtw0 a\expnd-1\expndtw-5  \expnd0\expndtw0 \'93flood\expnd-1\expndtw-5  \expnd0\expndtw0 of\expnd-1\expndtw-5  \expnd0\expndtw0 information\'94\expnd-1\expndtw-5  \expnd0\expndtw0 (Cluett\expnd-1\expndtw-5  \expnd0\expndtw0 &\expnd-1\expndtw-5  \expnd0\expndtw0 Skene,\expnd-1\expndtw-5  \expnd0\expndtw0 2007,\expnd-1\expndtw-5  \expnd0\expndtw0 p.\expnd-1\expndtw-5  \expnd0\expndtw0 3)\expnd0\expndtw-2  \expnd0\expndtw0 and feeling\expnd-2\expndtw-11  \expnd0\expndtw0 alienated\expnd-2\expndtw-11  \expnd0\expndtw0 in\expnd-2\expndtw-11  \expnd0\expndtw0 the\expnd-2\expndtw-11  \expnd0\expndtw0 mess\expnd-2\expndtw-11  \expnd0\expndtw0 of\expnd-2\expndtw-11  \expnd0\expndtw0 online\expnd-2\expndtw-11  \expnd0\expndtw0 environments,\expnd-2\expndtw-11  \expnd0\expndtw0 a\expnd-2\expndtw-11  \expnd0\expndtw0 syndrome\expnd-2\expndtw-11  \expnd0\expndtw0 coined\expnd-2\expndtw-11  \expnd0\expndtw0 the\expnd-2\expndtw-11  \expnd0\expndtw0 \'93jungle\expnd-2\expndtw-11  \expnd0\expndtw0 syndrome\'94\expnd-2\expndtw-11  \expnd0\expndtw0 (Hudson, 2002, p. 185).\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb16\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb1\f0\fs19\b0\expnd0\expndtw0\charscalex105 The\expnd-1\expndtw-6  \expnd0\expndtw0 comments\expnd-1\expndtw-6  \expnd0\expndtw0 and\expnd-1\expndtw-6  \expnd0\expndtw0 observations\expnd-1\expndtw-6  \expnd0\expndtw0 reported\expnd-1\expndtw-6  \expnd0\expndtw0 above,\expnd-1\expndtw-6  \expnd0\expndtw0 have\expnd-1\expndtw-6  \expnd0\expndtw0 marked\expnd-1\expndtw-6  \expnd0\expndtw0 an\expnd-1\expndtw-6  \expnd0\expndtw0 increasing\expnd-1\expndtw-6  \expnd0\expndtw0 awareness\expnd-1\expndtw-6  \expnd0\expndtw0 of\expnd-1\expndtw-6  \expnd0\expndtw0 the\expnd-1\expndtw-6  \expnd0\expndtw0 place\expnd-1\expndtw-6  \expnd0\expndtw0 of\expnd-1\expndtw-6  \expnd0\expndtw0 the individual\expnd-1\expndtw-5  \expnd0\expndtw0 in\expnd-1\expndtw-5  \expnd0\expndtw0 the\expnd-1\expndtw-5  \expnd0\expndtw0 online\expnd-1\expndtw-5  \expnd0\expndtw0 learning\expnd-1\expndtw-5  \expnd0\expndtw0 environment\expnd-1\expndtw-5  \expnd0\expndtw0 and\expnd-1\expndtw-5  \expnd0\expndtw0 the\expnd-1\expndtw-5  \expnd0\expndtw0 importance\expnd-1\expndtw-5  \expnd0\expndtw0 of\expnd-1\expndtw-5  \expnd0\expndtw0 an\expnd-1\expndtw-5  \expnd0\expndtw0 individual\'92s\expnd-1\expndtw-5  \expnd0\expndtw0 feelings,\expnd-1\expndtw-5  \expnd0\expndtw0 impressions and understandings of their own place within such spaces. Consequently, educators and online course designers have focused more and more in recent years on the role of socialisation, community development and acknowledgement of emotions associated with learning in higher education contexts (Paxton, 2003; Richardson & Swan, 2003). When these issues are acknowledged as being central to learning, educators and course designers see the value of introducing course components that ensure individual learners are recognised, not ignored or undervalued. This recognition of the individual can\expnd0\expndtw0\charscalex105  even\expnd0\expndtw-1  \expnd0\expndtw0 foster\expnd0\expndtw-1  \expnd0\expndtw0 a\expnd0\expndtw-1  \expnd0\expndtw0 sense\expnd0\expndtw-1  \expnd0\expndtw0 of\expnd0\expndtw-1  \expnd0\expndtw0 place,\expnd0\expndtw-1  \expnd0\expndtw0 community\expnd0\expndtw-1  \expnd0\expndtw0 and\expnd0\expndtw-1  \expnd0\expndtw0 belonging\expnd0\expndtw-1  \expnd0\expndtw0 in\expnd0\expndtw-1  \expnd0\expndtw0 online\expnd0\expndtw-1  \expnd0\expndtw0 learning\expnd0\expndtw-1  \expnd0\expndtw0 contexts.\expnd0\expndtw-1  \expnd0\expndtw0 In\expnd0\expndtw-1  \expnd0\expndtw0 these\expnd0\expndtw-1  \expnd0\expndtw0 contexts,\expnd0\expndtw-1  \expnd0\expndtw0 the online\expnd-2\expndtw-12  \expnd0\expndtw0 instructor\'92s\expnd-2\expndtw-12  \expnd0\expndtw0 role\expnd-2\expndtw-12  \expnd0\expndtw0 extends\expnd-2\expndtw-12  \expnd0\expndtw0 their\expnd-2\expndtw-12  \expnd0\expndtw0 teaching\expnd-2\expndtw-12  \expnd0\expndtw0 concerns\expnd-2\expndtw-12  \expnd0\expndtw0 beyond\expnd-2\expndtw-12  \expnd0\expndtw0 content\expnd-2\expndtw-12  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 facilitation\expnd-2\expndtw-12  \expnd0\expndtw0 of\expnd-2\expndtw-12  \expnd0\expndtw0 purely\expnd-2\expndtw-12  \expnd0\expndtw0 academic learning activities to include the support of individual students and the facilitation of online social experiences between students (Hudson, 2002). Without this focus on individual students\'92 identity and their online sense of place, the development of online communities may be impeded.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb19\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Since\expnd-2\expndtw-11  \expnd0\expndtw0 its\expnd-2\expndtw-11  \expnd0\expndtw0 introduction\expnd-2\expndtw-11  \expnd0\expndtw0 to\expnd-2\expndtw-11  \expnd0\expndtw0 higher\expnd-2\expndtw-11  \expnd0\expndtw0 education\expnd-2\expndtw-11  \expnd0\expndtw0 contexts\expnd-2\expndtw-11  \expnd0\expndtw0 a\expnd-2\expndtw-11  \expnd0\expndtw0 few\expnd-2\expndtw-11  \expnd0\expndtw0 decades\expnd-2\expndtw-11  \expnd0\expndtw0 ago,\expnd-2\expndtw-11  \expnd0\expndtw0 the\expnd-2\expndtw-11  \expnd0\expndtw0 online\expnd-2\expndtw-11  \expnd0\expndtw0 learning\expnd-2\expndtw-11  \expnd0\expndtw0 movement\expnd-2\expndtw-11  \expnd0\expndtw0 has continued to develop along a variety of virtual pathways (Anderson, Bauer, & Speck, 2002). After considering recommendations from current literature which has reported on previous studies of online learning design, and considering varied teacher and student reactions to online learning contexts, this paper\expnd0\expndtw-1  \expnd0\expndtw0 now\expnd0\expndtw-1  \expnd0\expndtw0 proposes\expnd0\expndtw-1  \expnd0\expndtw0 six\expnd0\expndtw-1  \expnd0\expndtw0 recommendations\expnd0\expndtw-1  \expnd0\expndtw0 which\expnd0\expndtw-1  \expnd0\expndtw0 are\expnd0\expndtw-1  \expnd0\expndtw0 constructed\expnd0\expndtw-1  \expnd0\expndtw0 to\expnd0\expndtw-1  \expnd0\expndtw0 enable\expnd0\expndtw-1  \expnd0\expndtw0 course\expnd0\expndtw-1  \expnd0\expndtw0 designers\expnd0\expndtw-1  \expnd0\expndtw0 and\expnd0\expndtw-1  \expnd0\expndtw0 online teachers to foster and feature a greater sense of place for students in online learning environments (see Figure 1).\par
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\par}}}}\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb7\f0\fs17\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb3\f0\fs19\b0\i0\par\pard\plain\s3\nooverflow\nocwrap\lnbrkrule\li642\sl240\slmult1\f4\fs19\b1\expnd0\expndtw0\charscalex105 Figure\expnd-2\expndtw-12  \expnd0\expndtw0 1:\expnd-2\expndtw-12  \expnd0\expndtw0 Recommendations\expnd-2\expndtw-12  \expnd0\expndtw0 for\expnd-2\expndtw-12  \expnd0\expndtw0 creating\expnd-2\expndtw-12  \expnd0\expndtw0 a\expnd-2\expndtw-11  \f3\i1\expnd0\expndtw0 sense\expnd-2\expndtw-12  \expnd0\expndtw0 of\expnd-2\expndtw-12  \expnd0\expndtw0 place\expnd-2\expndtw-12  \f4\i0\expnd0\expndtw0 in\expnd-2\expndtw-12  \expnd0\expndtw0 online\expnd-2\expndtw-12  \expnd0\expndtw0 learning\expnd-2\expndtw-11  \expnd0\expndtw-2 environments\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb23\f4\fs19\b1\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\f2\fs19\b1\expnd0\expndtw-2\charscalex105 Humanisation\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb24\f2\fs19\b1\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri286\sl252\slmult1\sb1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Much\expnd-2\expndtw-8  \expnd0\expndtw0 literature\expnd-2\expndtw-8  \expnd0\expndtw0 espouses\expnd-2\expndtw-8  \expnd0\expndtw0 the\expnd-2\expndtw-8  \expnd0\expndtw0 benefits\expnd-2\expndtw-8  \expnd0\expndtw0 of\expnd-2\expndtw-8  \expnd0\expndtw0 including\expnd-2\expndtw-8  \expnd0\expndtw0 the\expnd-2\expndtw-8  \expnd0\expndtw0 human\expnd-2\expndtw-8  \expnd0\expndtw0 factor\expnd-2\expndtw-8  \expnd0\expndtw0 in\expnd-2\expndtw-8  \expnd0\expndtw0 online\expnd-2\expndtw-8  \expnd0\expndtw0 learning\expnd-2\expndtw-8  \expnd0\expndtw0 environments\expnd-2\expndtw-8  \expnd0\expndtw0 (for example,\expnd-2\expndtw-12  \expnd0\expndtw0 Herrington,\expnd-2\expndtw-12  \expnd0\expndtw0 Oliver,\expnd-2\expndtw-12  \expnd0\expndtw0 &\expnd-2\expndtw-12  \expnd0\expndtw0 Reeves,\expnd-2\expndtw-12  \expnd0\expndtw0 2002).\expnd-2\expndtw-12  \expnd0\expndtw0 Moreover,\expnd-2\expndtw-12  \expnd0\expndtw0 other\expnd-2\expndtw-12  \expnd0\expndtw0 educators\expnd-2\expndtw-12  \expnd0\expndtw0 lament\expnd-2\expndtw-12  \expnd0\expndtw0 the\expnd-2\expndtw-12  \expnd0\expndtw0 lack\expnd-2\expndtw-12  \expnd0\expndtw0 of\expnd-2\expndtw-12  \expnd0\expndtw0 \'93humanity\'94 in\expnd0\expndtw-1  \expnd0\expndtw0 some\expnd0\expndtw-1  \expnd0\expndtw0 online\expnd0\expndtw-1  \expnd0\expndtw0 learning\expnd0\expndtw-1  \expnd0\expndtw0 courses.\expnd0\expndtw-1  \expnd0\expndtw0 Across\expnd0\expndtw-1  \expnd0\expndtw0 the\expnd0\expndtw-1  \expnd0\expndtw0 board,\expnd0\expndtw-1  \expnd0\expndtw0 recent\expnd0\expndtw-1  \expnd0\expndtw0 published\expnd0\expndtw-1  \expnd0\expndtw0 literature\expnd0\expndtw-1  \expnd0\expndtw0 on\expnd0\expndtw-1  \expnd0\expndtw0 online\expnd0\expndtw-1  \expnd0\expndtw0 learning\expnd0\expndtw-1  \expnd0\expndtw0 design represents\expnd-2\expndtw-9  \expnd0\expndtw0 varied\expnd-2\expndtw-9  \expnd0\expndtw0 recommendations\expnd-2\expndtw-9  \expnd0\expndtw0 about\expnd-2\expndtw-9  \expnd0\expndtw0 how\expnd-2\expndtw-9  \expnd0\expndtw0 to\expnd-2\expndtw-9  \expnd0\expndtw0 ensure\expnd-2\expndtw-9  \expnd0\expndtw0 online\expnd-2\expndtw-9  \expnd0\expndtw0 learning\expnd-2\expndtw-9  \expnd0\expndtw0 environments\expnd-2\expndtw-9  \expnd0\expndtw0 include\expnd-2\expndtw-9  \expnd0\expndtw0 a\expnd-2\expndtw-9  \expnd0\expndtw0 sense\expnd-2\expndtw-9  \expnd0\expndtw0 of belonging,\expnd-2\expndtw-11  \expnd0\expndtw0 community\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw0 informality\expnd-2\expndtw-11  \expnd0\expndtw0 (for\expnd-2\expndtw-11  \expnd0\expndtw0 example,\expnd-2\expndtw-11  \expnd0\expndtw0 Keough,\expnd-2\expndtw-11  \expnd0\expndtw0 2005)\expnd-2\expndtw-11  \expnd0\expndtw0 in\expnd-2\expndtw-11  \expnd0\expndtw0 order\expnd-2\expndtw-11  \expnd0\expndtw0 to\expnd-2\expndtw-11  \expnd0\expndtw0 foster\expnd-2\expndtw-11  \expnd0\expndtw0 a\expnd-2\expndtw-11  \expnd0\expndtw0 more\expnd-2\expndtw-11  \expnd0\expndtw0 welcoming face in these learning contexts. However, these interactions do not always occur naturally \'96 sometimes they\expnd-1\expndtw-7  \expnd0\expndtw0 need\expnd-1\expndtw-7  \expnd0\expndtw0 a\expnd-1\expndtw-7  \expnd0\expndtw0 little\expnd-1\expndtw-7  \expnd0\expndtw0 instructional\expnd-1\expndtw-7  \expnd0\expndtw0 design\expnd-1\expndtw-7  \expnd0\expndtw0 to\expnd-1\expndtw-7  \expnd0\expndtw0 assist\expnd-1\expndtw-7  \expnd0\expndtw0 their\expnd-1\expndtw-7  \expnd0\expndtw0 progress.\expnd-1\expndtw-7  \expnd0\expndtw0 For\expnd-1\expndtw-7  \expnd0\expndtw0 example,\expnd-1\expndtw-7  \expnd0\expndtw0 short\expnd-1\expndtw-7  \expnd0\expndtw0 sound\expnd-1\expndtw-7  \expnd0\expndtw0 files\expnd-1\expndtw-7  \expnd0\expndtw0 provided\expnd-1\expndtw-7  \expnd0\expndtw0 for students\expnd-1\expndtw-6  \expnd0\expndtw0 to\expnd-1\expndtw-6  \expnd0\expndtw0 access\expnd-1\expndtw-6  \expnd0\expndtw0 online\expnd-1\expndtw-6  \expnd0\expndtw0 in\expnd-1\expndtw-6  \expnd0\expndtw0 which\expnd-1\expndtw-6  \expnd0\expndtw0 online\expnd-1\expndtw-6  \expnd0\expndtw0 tutors\expnd-1\expndtw-6  \expnd0\expndtw0 introduce\expnd-1\expndtw-6  \expnd0\expndtw0 themselves\expnd-1\expndtw-6  \expnd0\expndtw0 to\expnd-1\expndtw-6  \expnd0\expndtw0 their\expnd-1\expndtw-6  \expnd0\expndtw0 students\expnd-1\expndtw-6  \expnd0\expndtw0 can\expnd-1\expndtw-6  \expnd0\expndtw0 be\expnd-1\expndtw-6  \expnd0\expndtw0 one\expnd-1\expndtw-6  \expnd0\expndtw0 way\expnd-1\expndtw-6  \expnd0\expndtw0 of\par\sect\sectd\sbkpage\headery0\footery787\margtsxn1060\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb78\f0\fs19\b0\expnd0\expndtw0\charscalex105 increasing\expnd-2\expndtw-12  \expnd0\expndtw0 the\expnd-2\expndtw-12  \expnd0\expndtw0 human\expnd-2\expndtw-12  \expnd0\expndtw0 presence\expnd-2\expndtw-12  \expnd0\expndtw0 in\expnd-2\expndtw-12  \expnd0\expndtw0 online\expnd-2\expndtw-12  \expnd0\expndtw0 learning\expnd-2\expndtw-12  \expnd0\expndtw0 environments.\expnd-2\expndtw-12  \expnd0\expndtw0 Other\expnd-2\expndtw-12  \expnd0\expndtw0 tutors\expnd-2\expndtw-12  \expnd0\expndtw0 report\expnd-2\expndtw-12  \expnd0\expndtw0 that\expnd-2\expndtw-12  \expnd0\expndtw0 providing\expnd-2\expndtw-12  \expnd0\expndtw0 some form of individual contact to students throughout the semester can assist in putting a human face into online learning environments, and this is especially important during the first stage of the semester (Bender, 2003).\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb15\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Some online educators have attempted to prevent the dehumanisation of learning in virtual learning environments by adhering to specifically constructed online course models which deliberately focus on the social, emotional and motivational needs of learners (Richardson & Swan, 2003). Others, such as Jacobson (1993), go further and suggest that our online learning interactions should be characterised by human values such as civility, conviviality, reciprocity, harmony and spirituality. As O\'92Reilly (2000, p. 11)\expnd-2\expndtw-11  \expnd0\expndtw0 reminds\expnd-2\expndtw-11  \expnd0\expndtw0 us,\expnd-2\expndtw-11  \expnd0\expndtw0 \'93If\expnd-2\expndtw-11  \expnd0\expndtw0 teaching\expnd-2\expndtw-11  \expnd0\expndtw0 staff\expnd-2\expndtw-11  \expnd0\expndtw0 bring\expnd-2\expndtw-11  \expnd0\expndtw0 compassion,\expnd-2\expndtw-11  \expnd0\expndtw0 empathy\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw0 open-mindedness\expnd-2\expndtw-11  \expnd0\expndtw0 to\expnd-2\expndtw-11  \expnd0\expndtw0 their\expnd-2\expndtw-11  \expnd0\expndtw0 course\expnd-2\expndtw-11  \expnd0\expndtw0 design, then teaching and learning can gain enormous rewards from the advances in technology as the online environment supports the expression of human values\'94. Paxton (2003)\expnd0\expndtw-2  \expnd0\expndtw0 does not leave the humanity element\expnd-1\expndtw-3  \expnd0\expndtw0 to\expnd-1\expndtw-3  \expnd0\expndtw0 chance\expnd-1\expndtw-3  \expnd0\expndtw0 either.\expnd-1\expndtw-3  \expnd0\expndtw0 She\expnd-1\expndtw-3  \expnd0\expndtw0 is\expnd-1\expndtw-3  \expnd0\expndtw0 specific\expnd-1\expndtw-3  \expnd0\expndtw0 in\expnd-1\expndtw-3  \expnd0\expndtw0 her\expnd-1\expndtw-3  \expnd0\expndtw0 recommendations\expnd-1\expndtw-3  \expnd0\expndtw0 for\expnd-1\expndtw-3  \expnd0\expndtw0 how\expnd-1\expndtw-3  \expnd0\expndtw0 to\expnd-1\expndtw-3  \expnd0\expndtw0 create\expnd-1\expndtw-3  \expnd0\expndtw0 an\expnd-1\expndtw-3  \expnd0\expndtw0 \'93inviting\'94\expnd-1\expndtw-3  \expnd0\expndtw0 learning space by suggesting that each of the following components be included in an online course: (1) respect;\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\sb6\f0\fs19\b0\expnd0\expndtw0\charscalex105 (2)\expnd-2\expndtw-12  \expnd0\expndtw0 belief\expnd-2\expndtw-11  \expnd0\expndtw0 in\expnd-2\expndtw-11  \expnd0\expndtw0 cooperation\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 collaboration;\expnd-2\expndtw-11  \expnd0\expndtw0 (3)\expnd-2\expndtw-11  \expnd0\expndtw0 empathic\expnd-2\expndtw-11  \expnd0\expndtw0 understanding;\expnd-2\expndtw-12  \expnd0\expndtw0 (4)\expnd-2\expndtw-11  \expnd0\expndtw0 trust\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw-2 genuineness;\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\sl252\slmult1\sb11\f0\fs19\b0\expnd0\expndtw0\charscalex105 (5)\expnd-2\expndtw-10  \expnd0\expndtw0 optimism;\expnd-2\expndtw-10  \expnd0\expndtw0 and\expnd-2\expndtw-10  \expnd0\expndtw0 (6)\expnd-2\expndtw-10  \expnd0\expndtw0 intentionality,\expnd-2\expndtw-10  \expnd0\expndtw0 all\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 which\expnd-2\expndtw-10  \expnd0\expndtw0 relate\expnd-2\expndtw-10  \expnd0\expndtw0 to\expnd-2\expndtw-10  \expnd0\expndtw0 online\expnd-2\expndtw-10  \expnd0\expndtw0 facilitators\expnd-2\expndtw-10  \expnd0\expndtw0 showing\expnd-2\expndtw-10  \expnd0\expndtw0 their\expnd-2\expndtw-10  \expnd0\expndtw0 personal\expnd-2\expndtw-10  \expnd0\expndtw0 and human side, and encouraging students to do so (Paxton, 2003, p. 144).\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb13\f0\fs19\b0\i0\par\pard\plain\s3\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\sb1\f2\fs19\b1\expnd0\expndtw0\charscalex100 Socialisation\expnd7\expndtw36  \expnd0\expndtw-2 processes\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb19\f2\fs19\b1\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Socialisation processes should be central, not incidental, to online learning design. As course designers and\expnd0\expndtw-2  \expnd0\expndtw0 educators\expnd0\expndtw-2  \expnd0\expndtw0 in\expnd0\expndtw-2  \expnd0\expndtw0 higher\expnd0\expndtw-2  \expnd0\expndtw0 education\expnd0\expndtw-2  \expnd0\expndtw0 settings,\expnd0\expndtw-2  \expnd0\expndtw0 we\expnd0\expndtw-2  \expnd0\expndtw0 are\expnd0\expndtw-2  \expnd0\expndtw0 encouraged\expnd0\expndtw-2  \expnd0\expndtw0 to\expnd0\expndtw-2  \expnd0\expndtw0 emphasise\expnd0\expndtw-2  \expnd0\expndtw0 teacher-student\expnd0\expndtw-2  \expnd0\expndtw0 and\expnd0\expndtw-2  \expnd0\expndtw0 student- student\expnd-2\expndtw-9  \expnd0\expndtw0 learning\expnd-2\expndtw-9  \expnd0\expndtw0 relationships\expnd-2\expndtw-9  \expnd0\expndtw0 and\expnd-2\expndtw-9  \expnd0\expndtw0 interactions\expnd-2\expndtw-9  \expnd0\expndtw0 over\expnd-2\expndtw-9  \expnd0\expndtw0 and\expnd-2\expndtw-9  \expnd0\expndtw0 above\expnd-2\expndtw-9  \expnd0\expndtw0 the\expnd-2\expndtw-9  \expnd0\expndtw0 technology,\expnd-2\expndtw-9  \expnd0\expndtw0 and\expnd-2\expndtw-9  \expnd0\expndtw0 to\expnd-2\expndtw-9  \expnd0\expndtw0 teach\expnd-2\expndtw-9  \expnd0\expndtw0 in\expnd-2\expndtw-9  \expnd0\expndtw0 a\expnd-2\expndtw-9  \expnd0\expndtw0 more\expnd-2\expndtw-9  \expnd0\expndtw0 \'93in\expnd-2\expndtw-9  \expnd0\expndtw0 a more personalised and intimate way (R. E. Clark, 1983; Keough, 2005). Rather than designing courses which incorporate a few socialisation processes (for example, \'93virtual caf\'E9\'94 discussion boards) as\expnd0\expndtw0\charscalex105  optional\expnd0\expndtw-1  \expnd0\expndtw0 extras\expnd0\expndtw-1  \expnd0\expndtw0 that\expnd0\expndtw-1  \expnd0\expndtw0 supplement\expnd0\expndtw-1  \expnd0\expndtw0 current\expnd0\expndtw-1  \expnd0\expndtw0 course\expnd0\expndtw-1  \expnd0\expndtw0 structures,\expnd0\expndtw-1  \expnd0\expndtw0 course\expnd0\expndtw-1  \expnd0\expndtw0 designers\expnd0\expndtw-1  \expnd0\expndtw0 are\expnd0\expndtw-1  \expnd0\expndtw0 encouraged\expnd0\expndtw-1  \expnd0\expndtw0 to\expnd0\expndtw-1  \expnd0\expndtw0 construct\expnd0\expndtw-1  \expnd0\expndtw0 a sense of belonging for individual students in the online environment early in the learning experience (Southard, Cranford, & Woods, 2005) in defined and purposeful ways.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb20\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 This focus on socialisation has been recognised by more and more educators as the online learning movement\expnd-2\expndtw-10  \expnd0\expndtw0 has\expnd-2\expndtw-10  \expnd0\expndtw0 developed\expnd-2\expndtw-10  \expnd0\expndtw0 in\expnd-2\expndtw-10  \expnd0\expndtw0 magnitude\expnd-2\expndtw-10  \expnd0\expndtw0 and\expnd-2\expndtw-10  \expnd0\expndtw0 popularity\expnd-2\expndtw-10  \expnd0\expndtw0 in\expnd-2\expndtw-10  \expnd0\expndtw0 higher\expnd-2\expndtw-10  \expnd0\expndtw0 education\expnd-2\expndtw-10  \expnd0\expndtw0 contexts.\expnd-2\expndtw-10  \expnd0\expndtw0 For\expnd-2\expndtw-10  \expnd0\expndtw0 example,\expnd-2\expndtw-10  \expnd0\expndtw0 Salmon (2004)\expnd-1\expndtw-5  \expnd0\expndtw0 suggests\expnd-1\expndtw-5  \expnd0\expndtw0 that\expnd-1\expndtw-5  \expnd0\expndtw0 the\expnd-1\expndtw-5  \expnd0\expndtw0 first\expnd-1\expndtw-5  \expnd0\expndtw0 two\expnd-1\expndtw-5  \expnd0\expndtw0 stages\expnd-1\expndtw-5  \expnd0\expndtw0 of\expnd-1\expndtw-5  \expnd0\expndtw0 her\expnd-1\expndtw-5  \expnd0\expndtw0 five\expnd-1\expndtw-5  \expnd0\expndtw0 stage\expnd-1\expndtw-5  \expnd0\expndtw0 model\expnd-1\expndtw-5  \expnd0\expndtw0 of\expnd-1\expndtw-5  \expnd0\expndtw0 online\expnd-1\expndtw-5  \expnd0\expndtw0 teaching\expnd-1\expndtw-5  \expnd0\expndtw0 and\expnd-1\expndtw-5  \expnd0\expndtw0 learning\expnd-1\expndtw-5  \expnd0\expndtw0 should\expnd-1\expndtw-5  \expnd0\expndtw0 be devoted\expnd-3\expndtw-13  \expnd0\expndtw0 predominantly\expnd-2\expndtw-12  \expnd0\expndtw0 and\expnd-3\expndtw-13  \expnd0\expndtw0 purposefully\expnd-2\expndtw-12  \expnd0\expndtw0 to\expnd-3\expndtw-13  \expnd0\expndtw0 activities\expnd-2\expndtw-12  \expnd0\expndtw0 that\expnd-3\expndtw-13  \expnd0\expndtw0 promote\expnd-2\expndtw-12  \expnd0\expndtw0 student\expnd-3\expndtw-13  \expnd0\expndtw0 motivation\expnd-2\expndtw-12  \expnd0\expndtw0 and\expnd-3\expndtw-13  \expnd0\expndtw0 encouragement, and provide opportunities for socialisation. Hron and Freidrich (2003) suggest that online learning environments are enhanced when chat functions are made available as they provide students with opportunities\expnd0\expndtw-1  \expnd0\expndtw0 to\expnd0\expndtw-1  \expnd0\expndtw0 communicate\expnd0\expndtw-1  \expnd0\expndtw0 their\expnd0\expndtw-1  \expnd0\expndtw0 emotions\expnd0\expndtw-1  \expnd0\expndtw0 as\expnd0\expndtw-1  \expnd0\expndtw0 well\expnd0\expndtw-1  \expnd0\expndtw0 as\expnd0\expndtw-1  \expnd0\expndtw0 their\expnd0\expndtw-1  \expnd0\expndtw0 ideas.\expnd0\expndtw-1  \expnd0\expndtw0 When\expnd0\expndtw-1  \expnd0\expndtw0 asked\expnd0\expndtw-1  \expnd0\expndtw0 about\expnd0\expndtw-1  \expnd0\expndtw0 an\expnd0\expndtw-1  \expnd0\expndtw0 online\expnd0\expndtw-1  \expnd0\expndtw0 sense\expnd0\expndtw-1  \expnd0\expndtw0 of community,\expnd-1\expndtw-7  \expnd0\expndtw0 graduate\expnd-1\expndtw-7  \expnd0\expndtw0 students\expnd-1\expndtw-7  \expnd0\expndtw0 told\expnd-1\expndtw-7  \expnd0\expndtw0 Conrad\expnd-1\expndtw-7  \expnd0\expndtw0 (2005)\expnd-2\expndtw-10  \expnd0\expndtw0 that\expnd-1\expndtw-7  \expnd0\expndtw0 they\expnd-1\expndtw-7  \expnd0\expndtw0 valued\expnd-1\expndtw-7  \f5\i1\expnd0\expndtw0 place\f0\i0 ,\expnd-1\expndtw-7  \f5\i1\expnd0\expndtw0 space\expnd-1\expndtw-7  \f0\i0\expnd0\expndtw0 and\expnd-1\expndtw-7  \f5\i1\expnd0\expndtw0 relationship\expnd-1\expndtw-7  \f0\i0\expnd0\expndtw0 issues\expnd-1\expndtw-7  \expnd0\expndtw0 in the online learning environment. These issues of emotionality, virtual location and relationships are evidently important characteristics of learning environments that foster high quality learning.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb17\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 With\expnd-1\expndtw-3  \expnd0\expndtw0 this\expnd-1\expndtw-3  \expnd0\expndtw0 advice\expnd-1\expndtw-3  \expnd0\expndtw0 at\expnd-1\expndtw-3  \expnd0\expndtw0 hand,\expnd-1\expndtw-3  \expnd0\expndtw0 the\expnd-1\expndtw-3  \expnd0\expndtw0 online\expnd-1\expndtw-3  \expnd0\expndtw0 learning\expnd-1\expndtw-3  \expnd0\expndtw0 environment\expnd-1\expndtw-3  \expnd0\expndtw0 becomes\expnd-1\expndtw-3  \expnd0\expndtw0 a\expnd-1\expndtw-3  \expnd0\expndtw0 location\expnd-1\expndtw-3  \expnd0\expndtw0 where\expnd-1\expndtw-3  \expnd0\expndtw0 a\expnd-1\expndtw-4  \f5\i1\expnd0\expndtw0 sense\expnd-1\expndtw-3  \expnd0\expndtw0 of\expnd-1\expndtw-3  \expnd0\expndtw0 place\expnd-1\expndtw-3  \f0\i0\expnd0\expndtw0 can be\expnd-1\expndtw-3  \expnd0\expndtw0 shared\expnd-1\expndtw-3  \expnd0\expndtw0 between\expnd-1\expndtw-3  \expnd0\expndtw0 its\expnd-1\expndtw-3  \expnd0\expndtw0 various\expnd-1\expndtw-3  \expnd0\expndtw0 participants\expnd-1\expndtw-3  \expnd0\expndtw0 rather\expnd-1\expndtw-3  \expnd0\expndtw0 than\expnd-1\expndtw-3  \expnd0\expndtw0 being\expnd-1\expndtw-3  \expnd0\expndtw0 dictated\expnd-1\expndtw-3  \expnd0\expndtw0 by\expnd-1\expndtw-3  \expnd0\expndtw0 one\expnd-1\expndtw-3  \expnd0\expndtw0 or\expnd-1\expndtw-3  \expnd0\expndtw0 merely\expnd-1\expndtw-3  \expnd0\expndtw0 received\expnd-1\expndtw-3  \expnd0\expndtw0 by\expnd-1\expndtw-3  \expnd0\expndtw0 many. When\expnd-2\expndtw-9  \expnd0\expndtw0 considered\expnd-2\expndtw-9  \f5\i1\expnd0\expndtw0 en\expnd-2\expndtw-9  \expnd0\expndtw0 masse\f0\i0 ,\expnd-2\expndtw-9  \expnd0\expndtw0 many\expnd-2\expndtw-9  \expnd0\expndtw0 of\expnd-2\expndtw-9  \expnd0\expndtw0 the\expnd-2\expndtw-9  \expnd0\expndtw0 criticisms\expnd-2\expndtw-9  \expnd0\expndtw0 of\expnd-2\expndtw-9  \expnd0\expndtw0 online\expnd-2\expndtw-9  \expnd0\expndtw0 learning\expnd-2\expndtw-9  \expnd0\expndtw0 and\expnd-2\expndtw-9  \expnd0\expndtw0 teaching\expnd-2\expndtw-9  \expnd0\expndtw0 environments\expnd-2\expndtw-9  \expnd0\expndtw0 as\expnd-2\expndtw-9  \expnd0\expndtw0 being isolatory and inhuman can perhaps be traced back to a lack of this sense of place or a lack of a sense of humanity,\expnd-2\expndtw-10  \expnd0\expndtw0 location\expnd-2\expndtw-10  \expnd0\expndtw0 and\expnd-2\expndtw-10  \expnd0\expndtw0 social\expnd-2\expndtw-10  \expnd0\expndtw0 presence.\expnd-2\expndtw-10  \expnd0\expndtw0 As\expnd-2\expndtw-10  \expnd0\expndtw0 Richardson\expnd-2\expndtw-10  \expnd0\expndtw0 and\expnd-2\expndtw-10  \expnd0\expndtw0 Swan\expnd-2\expndtw-10  \expnd0\expndtw0 remind\expnd-2\expndtw-10  \expnd0\expndtw0 us\expnd-2\expndtw-10  \expnd0\expndtw0 (2003,\expnd-2\expndtw-10  \expnd0\expndtw0 p.\expnd-2\expndtw-10  \expnd0\expndtw0 81):\expnd-2\expndtw-10  \expnd0\expndtw0 \'93more\expnd-2\expndtw-10  \expnd0\expndtw0 research needs to be conducted in the area of social presence, in both online educational environments and traditional educational environments.\'94 Socialisation processes within online courses are thus deemed worthy of analysis from an instructional design perspective in that they enhance individual students\'92 abilities to ascertain their sense of place in online learning environments.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb15\f0\fs19\b0\i0\par\pard\plain\s3\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\sb1\f2\fs19\b1\expnd0\expndtw0\charscalex100 Student\expnd4\expndtw22  \expnd0\expndtw-2 contributions\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb24\f2\fs19\b1\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Course designers are continually advised to design learning activities and assessment tasks which encourage online learners to be actively engaged with content, resources and other people (Herrington, Oliver,\expnd-2\expndtw-10  \expnd0\expndtw0 &\expnd-2\expndtw-10  \expnd0\expndtw0 Herrington,\expnd-2\expndtw-10  \expnd0\expndtw0 2007;\expnd-2\expndtw-10  \expnd0\expndtw0 Kerns\expnd-2\expndtw-10  \expnd0\expndtw0 et\expnd-2\expndtw-10  \expnd0\expndtw0 al.,\expnd-2\expndtw-10  \expnd0\expndtw0 2005;\expnd-2\expndtw-10  \expnd0\expndtw0 Palloff\expnd-2\expndtw-10  \expnd0\expndtw0 &\expnd-2\expndtw-10  \expnd0\expndtw0 Pratt,\expnd-2\expndtw-10  \expnd0\expndtw0 1999).\expnd-2\expndtw-10  \expnd0\expndtw0 Instead\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 being\expnd-2\expndtw-10  \expnd0\expndtw0 passive\expnd-2\expndtw-10  \expnd0\expndtw0 observers of\expnd-1\expndtw-5  \expnd0\expndtw0 content\expnd-1\expndtw-5  \expnd0\expndtw0 or\expnd-1\expndtw-5  \expnd0\expndtw0 silent\expnd-1\expndtw-5  \expnd0\expndtw0 \'93lurkers\'94,\expnd-1\expndtw-5  \expnd0\expndtw0 a\expnd-1\expndtw-5  \expnd0\expndtw0 term\expnd-1\expndtw-5  \expnd0\expndtw0 used\expnd-1\expndtw-5  \expnd0\expndtw0 repeatedly\expnd-1\expndtw-5  \expnd0\expndtw0 by\expnd-1\expndtw-5  \expnd0\expndtw0 Salmon\expnd-1\expndtw-5  \expnd0\expndtw0 (2004)\expnd-1\expndtw-5  \expnd0\expndtw0 and\expnd-1\expndtw-5  \expnd0\expndtw0 Agger-Gupta\expnd-1\expndtw-5  \expnd0\expndtw0 (2002)\expnd-1\expndtw-5  \expnd0\expndtw0 in\expnd-1\expndtw-5  \expnd0\expndtw0 both positive and negative ways, students are encouraged and expected to contribute, collaborate and create. These\expnd-2\expndtw-11  \expnd0\expndtw0 active\expnd-2\expndtw-11  \expnd0\expndtw0 learning\expnd-2\expndtw-11  \expnd0\expndtw0 processes\expnd-2\expndtw-11  \expnd0\expndtw0 call\expnd-2\expndtw-11  \expnd0\expndtw0 for\expnd-2\expndtw-11  \expnd0\expndtw0 students\expnd-2\expndtw-11  \expnd0\expndtw0 to\expnd-2\expndtw-11  \expnd0\expndtw0 develop\expnd-2\expndtw-11  \expnd0\expndtw0 online\expnd-2\expndtw-11  \expnd0\expndtw0 communication\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw0 information\expnd-2\expndtw-11  \expnd0\expndtw0 skills that\expnd-1\expndtw-3  \expnd0\expndtw0 are\expnd-1\expndtw-3  \expnd0\expndtw0 required\expnd-1\expndtw-3  \expnd0\expndtw0 for\expnd-1\expndtw-3  \expnd0\expndtw0 them\expnd-1\expndtw-3  \expnd0\expndtw0 to\expnd-1\expndtw-3  \expnd0\expndtw0 succeed\expnd-1\expndtw-3  \expnd0\expndtw0 online.\expnd-1\expndtw-3  \expnd0\expndtw0 For\expnd-1\expndtw-3  \expnd0\expndtw0 example,\expnd-1\expndtw-3  \expnd0\expndtw0 online\expnd-1\expndtw-3  \expnd0\expndtw0 learners\expnd-1\expndtw-3  \expnd0\expndtw0 need\expnd-1\expndtw-3  \expnd0\expndtw0 to\expnd-1\expndtw-3  \expnd0\expndtw0 know\expnd-1\expndtw-3  \expnd0\expndtw0 how\expnd-1\expndtw-3  \expnd0\expndtw0 to\expnd-1\expndtw-3  \expnd0\expndtw0 analyse, filter\expnd0\expndtw-2  \expnd0\expndtw0 and\expnd0\expndtw-2  \expnd0\expndtw0 organise\expnd0\expndtw-2  \expnd0\expndtw0 online\expnd0\expndtw-2  \expnd0\expndtw0 resources\expnd0\expndtw-2  \expnd0\expndtw0 \'96\expnd0\expndtw-2  \expnd0\expndtw0 not\expnd0\expndtw-2  \expnd0\expndtw0 just\expnd0\expndtw-2  \expnd0\expndtw0 locate\expnd0\expndtw-2  \expnd0\expndtw0 and\expnd0\expndtw-2  \expnd0\expndtw0 access\expnd0\expndtw-2  \expnd0\expndtw0 them.\expnd0\expndtw-2  \expnd0\expndtw0 They\expnd0\expndtw-2  \expnd0\expndtw0 also\expnd0\expndtw-2  \expnd0\expndtw0 require\expnd0\expndtw-2  \expnd0\expndtw0 communication skills that rely on interaction, not just one-way communication formats. Furthermore, they need to be\par\sect\sectd\sbkpage\headery0\footery787\margtsxn1060\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb78\f0\fs19\b0\expnd0\expndtw0\charscalex105 familiar\expnd-2\expndtw-10  \expnd0\expndtw0 with\expnd-2\expndtw-10  \expnd0\expndtw0 a\expnd-2\expndtw-10  \expnd0\expndtw0 range\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 online\expnd-2\expndtw-10  \expnd0\expndtw0 communication\expnd-2\expndtw-10  \expnd0\expndtw0 technologies\expnd-2\expndtw-10  \expnd0\expndtw0 and\expnd-2\expndtw-10  \expnd0\expndtw0 be\expnd-2\expndtw-10  \expnd0\expndtw0 able\expnd-2\expndtw-10  \expnd0\expndtw0 to\expnd-2\expndtw-10  \expnd0\expndtw0 update\expnd-2\expndtw-10  \expnd0\expndtw0 their\expnd-2\expndtw-10  \expnd0\expndtw0 knowledge\expnd-2\expndtw-10  \expnd0\expndtw0 about these\expnd0\expndtw-1  \expnd0\expndtw0 technologies\expnd0\expndtw-1  \expnd0\expndtw0 as\expnd0\expndtw-1  \expnd0\expndtw0 progress\expnd0\expndtw-1  \expnd0\expndtw0 advances.\expnd0\expndtw-1  \expnd0\expndtw0 The\expnd0\expndtw-1  \expnd0\expndtw0 application\expnd0\expndtw-1  \expnd0\expndtw0 of\expnd0\expndtw-1  \expnd0\expndtw0 these\expnd0\expndtw-1  \expnd0\expndtw0 skills\expnd0\expndtw-1  \expnd0\expndtw0 can\expnd0\expndtw-1  \expnd0\expndtw0 promote\expnd0\expndtw-1  \expnd0\expndtw0 an\expnd0\expndtw-1  \expnd0\expndtw0 online\expnd0\expndtw-1  \expnd0\expndtw0 learning context that encourages student contributions and the development of student skills.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb14\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 As\expnd-1\expndtw-4  \expnd0\expndtw0 well\expnd-1\expndtw-4  \expnd0\expndtw0 as\expnd-1\expndtw-4  \expnd0\expndtw0 providing\expnd-1\expndtw-4  \expnd0\expndtw0 students\expnd-1\expndtw-4  \expnd0\expndtw0 with\expnd-1\expndtw-4  \expnd0\expndtw0 an\expnd-1\expndtw-4  \expnd0\expndtw0 assortment\expnd-1\expndtw-4  \expnd0\expndtw0 of\expnd-1\expndtw-4  \expnd0\expndtw0 ways\expnd-1\expndtw-4  \expnd0\expndtw0 in\expnd-1\expndtw-4  \expnd0\expndtw0 which\expnd-1\expndtw-4  \expnd0\expndtw0 to\expnd-1\expndtw-4  \expnd0\expndtw0 further\expnd-1\expndtw-4  \expnd0\expndtw0 develop\expnd-1\expndtw-4  \expnd0\expndtw0 their\expnd-1\expndtw-4  \expnd0\expndtw0 generic\expnd-1\expndtw-4  \expnd0\expndtw0 skills and information literacies (Shapiro & Hughes, 2002), student participation in online learning processes can provide opportunities for students to be even more involved than they may have been in more traditional\expnd-1\expndtw-6  \expnd0\expndtw0 face-to-face\expnd-1\expndtw-6  \expnd0\expndtw0 learning\expnd-1\expndtw-6  \expnd0\expndtw0 contexts\expnd-1\expndtw-6  \expnd0\expndtw0 (McConnell,\expnd-1\expndtw-6  \expnd0\expndtw0 2006).\expnd-1\expndtw-6  \expnd0\expndtw0 Furthermore,\expnd-1\expndtw-6  \expnd0\expndtw0 online\expnd-1\expndtw-6  \expnd0\expndtw0 learning\expnd-1\expndtw-6  \expnd0\expndtw0 contexts\expnd-1\expndtw-6  \expnd0\expndtw0 may represent even more complicated and interconnected communication possibilities than traditional on- campus\expnd-2\expndtw-8  \expnd0\expndtw0 lectures,\expnd-2\expndtw-8  \expnd0\expndtw0 tutorials\expnd-2\expndtw-8  \expnd0\expndtw0 and\expnd-2\expndtw-8  \expnd0\expndtw0 corridor\expnd-2\expndtw-8  \expnd0\expndtw0 discussions\expnd-2\expndtw-8  \expnd0\expndtw0 (Hamilton\expnd-2\expndtw-8  \expnd0\expndtw0 &\expnd-2\expndtw-8  \expnd0\expndtw0 Zimmerman,\expnd-2\expndtw-8  \expnd0\expndtw0 2002),\expnd-2\expndtw-8  \expnd0\expndtw0 chances\expnd-2\expndtw-8  \expnd0\expndtw0 to\expnd-2\expndtw-8  \expnd0\expndtw0 replicate the complexities of authentic situations (Beaubien, 2002) and more opportunities for critical and higher order\expnd-2\expndtw-8  \expnd0\expndtw0 thinking\expnd-2\expndtw-8  \expnd0\expndtw0 (Rudestam\expnd-2\expndtw-8  \expnd0\expndtw0 &\expnd-2\expndtw-8  \expnd0\expndtw0 Schoenholtz-Read,\expnd-2\expndtw-8  \expnd0\expndtw0 2002).\expnd-2\expndtw-8  \expnd0\expndtw0 Some\expnd-2\expndtw-8  \expnd0\expndtw0 online\expnd-2\expndtw-8  \expnd0\expndtw0 instructors\expnd-2\expndtw-8  \expnd0\expndtw0 have\expnd-2\expndtw-8  \expnd0\expndtw0 reported\expnd-2\expndtw-8  \expnd0\expndtw0 that\expnd-2\expndtw-8  \expnd0\expndtw0 online learning contexts which promote varied online communication techniques can result in more inclusive student conversations with greater opportunities for richer and more reflective discussions (Bender, 2003).\expnd-1\expndtw-6  \expnd0\expndtw0 Online\expnd-1\expndtw-6  \expnd0\expndtw0 learning\expnd-1\expndtw-6  \expnd0\expndtw0 environments\expnd-1\expndtw-6  \expnd0\expndtw0 characterised\expnd-1\expndtw-6  \expnd0\expndtw0 by\expnd-1\expndtw-6  \expnd0\expndtw0 interactive\expnd-1\expndtw-6  \expnd0\expndtw0 communication\expnd-1\expndtw-6  \expnd0\expndtw0 processes\expnd-1\expndtw-6  \expnd0\expndtw0 also\expnd-1\expndtw-6  \expnd0\expndtw0 provide chances\expnd-1\expndtw-4  \expnd0\expndtw0 for\expnd-1\expndtw-4  \expnd0\expndtw0 students\expnd-1\expndtw-4  \expnd0\expndtw0 to\expnd-1\expndtw-4  \expnd0\expndtw0 relate\expnd-1\expndtw-4  \expnd0\expndtw0 their\expnd-1\expndtw-4  \expnd0\expndtw0 learning\expnd-1\expndtw-4  \expnd0\expndtw0 to\expnd-1\expndtw-4  \expnd0\expndtw0 authentic\expnd-1\expndtw-4  \expnd0\expndtw0 day-to-day\expnd-1\expndtw-4  \expnd0\expndtw0 situations\expnd-1\expndtw-4  \expnd0\expndtw0 (Stevens-Long\expnd-1\expndtw-4  \expnd0\expndtw0 &\expnd-1\expndtw-4  \expnd0\expndtw0 Crowell, 2002). From these observations, it is evident that well designed courses can provide students with a multitude\expnd-3\expndtw-13  \expnd0\expndtw0 of\expnd-2\expndtw-12  \expnd0\expndtw0 opportunities\expnd-3\expndtw-13  \expnd0\expndtw0 to\expnd-2\expndtw-12  \expnd0\expndtw0 develop,\expnd-3\expndtw-13  \expnd0\expndtw0 practise\expnd-2\expndtw-12  \expnd0\expndtw0 and\expnd-3\expndtw-13  \expnd0\expndtw0 showcase\expnd-2\expndtw-12  \expnd0\expndtw0 their\expnd-3\expndtw-13  \expnd0\expndtw0 online\expnd-2\expndtw-12  \expnd0\expndtw0 communication\expnd-3\expndtw-13  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 information skills \'96 skills that will also be useful to them in future employment contexts.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb22\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 If\expnd-2\expndtw-8  \expnd0\expndtw0 used\expnd-2\expndtw-8  \expnd0\expndtw0 well,\expnd-2\expndtw-8  \expnd0\expndtw0 online\expnd-2\expndtw-8  \expnd0\expndtw0 technologies\expnd-2\expndtw-8  \expnd0\expndtw0 can\expnd-2\expndtw-8  \expnd0\expndtw0 enable\expnd-2\expndtw-8  \expnd0\expndtw0 and\expnd-2\expndtw-8  \expnd0\expndtw0 promote\expnd-2\expndtw-8  \expnd0\expndtw0 a\expnd-2\expndtw-8  \expnd0\expndtw0 sense\expnd-2\expndtw-8  \expnd0\expndtw0 of\expnd-2\expndtw-8  \expnd0\expndtw0 place\expnd-2\expndtw-8  \expnd0\expndtw0 and\expnd-2\expndtw-8  \expnd0\expndtw0 allow\expnd-2\expndtw-8  \expnd0\expndtw0 students\expnd-2\expndtw-8  \expnd0\expndtw0 to\expnd-2\expndtw-8  \expnd0\expndtw0 construct their own sense of identity in a very conscious way (Stevens-Long & Crowell, 2002). Similarly, by encouraging\expnd-1\expndtw-4  \expnd0\expndtw0 students\expnd-1\expndtw-4  \expnd0\expndtw0 to\expnd-1\expndtw-4  \expnd0\expndtw0 be\expnd-1\expndtw-4  \expnd0\expndtw0 actively\expnd-1\expndtw-4  \expnd0\expndtw0 involved\expnd-1\expndtw-4  \expnd0\expndtw0 in\expnd-1\expndtw-4  \expnd0\expndtw0 a\expnd-1\expndtw-4  \expnd0\expndtw0 range\expnd-1\expndtw-4  \expnd0\expndtw0 of\expnd-1\expndtw-4  \expnd0\expndtw0 online\expnd-1\expndtw-4  \expnd0\expndtw0 communication\expnd-1\expndtw-4  \expnd0\expndtw0 activities,\expnd-1\expndtw-4  \expnd0\expndtw0 the\expnd-1\expndtw-4  \expnd0\expndtw0 outcome of these activities can contribute to creating a sense of place for individuals and groups of students in online courses. Despite the claim that working in online groups can reduce students\'92 individual identity (Hudson, 2002), learning activities involving online groups can enhance student identity if the group learning activities are designed in such a way to recognise and value individual student roles. When students\expnd-2\expndtw-9  \expnd0\expndtw0 are\expnd-2\expndtw-9  \expnd0\expndtw0 given\expnd-2\expndtw-9  \expnd0\expndtw0 the\expnd-2\expndtw-9  \expnd0\expndtw0 power\expnd-2\expndtw-9  \expnd0\expndtw0 to\expnd-2\expndtw-9  \expnd0\expndtw0 create\expnd-2\expndtw-9  \expnd0\expndtw0 and\expnd-2\expndtw-9  \expnd0\expndtw0 contribute\expnd-2\expndtw-9  \expnd0\expndtw0 objects\expnd-2\expndtw-9  \expnd0\expndtw0 or\expnd-2\expndtw-9  \expnd0\expndtw0 learning\expnd-2\expndtw-9  \expnd0\expndtw0 products,\expnd-2\expndtw-9  \expnd0\expndtw0 a\expnd-2\expndtw-9  \expnd0\expndtw0 sense\expnd-2\expndtw-9  \expnd0\expndtw0 of\expnd-2\expndtw-9  \expnd0\expndtw0 place\expnd-2\expndtw-9  \expnd0\expndtw0 can\expnd-2\expndtw-9  \expnd0\expndtw0 be enhanced in the online environment (Harris, 2004) by acknowledging and responding to such efforts.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb16\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb1\f0\fs19\b0\expnd0\expndtw0\charscalex105 By\expnd-2\expndtw-11  \expnd0\expndtw0 providing\expnd-2\expndtw-11  \expnd0\expndtw0 students\expnd-2\expndtw-11  \expnd0\expndtw0 with\expnd-2\expndtw-11  \expnd0\expndtw0 opportunities\expnd-2\expndtw-11  \expnd0\expndtw0 to\expnd-2\expndtw-11  \expnd0\expndtw0 contribute\expnd-2\expndtw-11  \expnd0\expndtw0 their\expnd-2\expndtw-11  \expnd0\expndtw0 own\expnd-2\expndtw-11  \expnd0\expndtw0 creations\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw0 work,\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw0 by\expnd-2\expndtw-11  \expnd0\expndtw0 encouraging student\expnd-2\expndtw-9  \expnd0\expndtw0 involvement\expnd-2\expndtw-9  \expnd0\expndtw0 in\expnd-2\expndtw-9  \expnd0\expndtw0 online\expnd-2\expndtw-9  \expnd0\expndtw0 courses,\expnd-2\expndtw-9  \expnd0\expndtw0 students\expnd-2\expndtw-9  \expnd0\expndtw0 can\expnd-2\expndtw-9  \expnd0\expndtw0 develop\expnd-2\expndtw-9  \expnd0\expndtw0 a\expnd-2\expndtw-9  \expnd0\expndtw0 sense\expnd-2\expndtw-9  \expnd0\expndtw0 of\expnd-2\expndtw-9  \expnd0\expndtw0 ownership\expnd-2\expndtw-9  \expnd0\expndtw0 of\expnd-2\expndtw-9  \expnd0\expndtw0 the\expnd-2\expndtw-9  \expnd0\expndtw0 online\expnd-2\expndtw-9  \expnd0\expndtw0 setting\expnd-2\expndtw-9  \expnd0\expndtw0 as well\expnd0\expndtw-1  \expnd0\expndtw0 as\expnd0\expndtw-1  \expnd0\expndtw0 a\expnd0\expndtw-1  \expnd0\expndtw0 sense\expnd0\expndtw-1  \expnd0\expndtw0 of\expnd0\expndtw-1  \expnd0\expndtw0 acknowledgement\expnd0\expndtw-1  \expnd0\expndtw0 when\expnd0\expndtw-1  \expnd0\expndtw0 their\expnd0\expndtw-1  \expnd0\expndtw0 efforts\expnd0\expndtw-1  \expnd0\expndtw0 are\expnd0\expndtw-1  \expnd0\expndtw0 recognised\expnd0\expndtw-1  \expnd0\expndtw0 and\expnd0\expndtw-1  \expnd0\expndtw0 responded\expnd0\expndtw-1  \expnd0\expndtw0 to\expnd0\expndtw-1  \expnd0\expndtw0 by\expnd0\expndtw-1  \expnd0\expndtw0 other\expnd0\expndtw-1  \expnd0\expndtw0 online participants. In this way, students can not only notice a sense of place in online courses, they can also play a part in the development of such a setting.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb11\f0\fs19\b0\i0\par\pard\plain\s3\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\f2\fs19\b1\expnd0\expndtw0\charscalex100 Teacher\expnd3\expndtw16  \expnd0\expndtw-2 presence\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb24\f2\fs19\b1\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Adult learners do not like to feel lost in a learning environment and, furthermore, dislike admitting to feelings of loss and may refrain from asking for directions or support (Hudson, 2002). To resolve this situation,\expnd-2\expndtw-9  \expnd0\expndtw0 the\expnd-2\expndtw-9  \expnd0\expndtw0 online\expnd-2\expndtw-9  \expnd0\expndtw0 teacher\expnd-2\expndtw-9  \expnd0\expndtw0 requires\expnd-2\expndtw-9  \expnd0\expndtw0 more\expnd-2\expndtw-9  \expnd0\expndtw0 than\expnd-2\expndtw-9  \expnd0\expndtw0 just\expnd-2\expndtw-9  \expnd0\expndtw0 a\expnd-2\expndtw-9  \expnd0\expndtw0 presence,\expnd-2\expndtw-9  \expnd0\expndtw0 they\expnd-2\expndtw-9  \expnd0\expndtw0 need\expnd-2\expndtw-9  \expnd0\expndtw0 to\expnd-2\expndtw-9  \expnd0\expndtw0 bestow\expnd-2\expndtw-9  \expnd0\expndtw0 a\expnd-2\expndtw-9  \expnd0\expndtw0 leadership\expnd-2\expndtw-9  \expnd0\expndtw0 presence (Olson, 2002). To prevent students feeling lost or unsupported, the teacher presence in the online environment\expnd-2\expndtw-11  \expnd0\expndtw0 is\expnd-2\expndtw-11  \expnd0\expndtw0 vital\expnd-2\expndtw-11  \expnd0\expndtw0 in\expnd-2\expndtw-11  \expnd0\expndtw0 terms\expnd-2\expndtw-11  \expnd0\expndtw0 of\expnd-2\expndtw-11  \expnd0\expndtw0 leadership\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw0 support,\expnd-2\expndtw-11  \expnd0\expndtw0 even\expnd-2\expndtw-11  \expnd0\expndtw0 in\expnd-2\expndtw-11  \expnd0\expndtw0 courses\expnd-2\expndtw-11  \expnd0\expndtw0 based\expnd-2\expndtw-11  \expnd0\expndtw0 on\expnd-2\expndtw-11  \expnd0\expndtw0 student-centred\expnd-2\expndtw-11  \expnd0\expndtw0 learning principles. In fact, rather than overlooking a teacher\'92s online role, online learning environments can provide ideal opportunities to define the teacher\'92s role to enhance the learning context (Horton, 2001).\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb3\f0\fs19\b0\expnd0\expndtw0\charscalex105 Due to the abstraction of an online learning environment, a strong feeling of community is not always created\expnd-2\expndtw-9  \expnd0\expndtw0 online\expnd-2\expndtw-9  \expnd0\expndtw0 unless\expnd-2\expndtw-9  \expnd0\expndtw0 there\expnd-2\expndtw-9  \expnd0\expndtw0 is\expnd-2\expndtw-9  \expnd0\expndtw0 a\expnd-2\expndtw-9  \expnd0\expndtw0 skilful\expnd-2\expndtw-9  \expnd0\expndtw0 online\expnd-2\expndtw-9  \expnd0\expndtw0 teacher\expnd-2\expndtw-9  \expnd0\expndtw0 involved\expnd-2\expndtw-9  \expnd0\expndtw0 who\expnd-2\expndtw-9  \expnd0\expndtw0 can\expnd-2\expndtw-9  \expnd0\expndtw0 moderate\expnd-2\expndtw-9  \expnd0\expndtw0 and\expnd-2\expndtw-9  \expnd0\expndtw0 lead\expnd-2\expndtw-9  \expnd0\expndtw0 online\expnd-2\expndtw-9  \expnd0\expndtw0 learning contexts (Salmon, 2004) for the purposes of acknowledging individual students\'92 and developing their sense of place within the online context. The advantage of the teacher contacting each student online at the\expnd-1\expndtw-5  \expnd0\expndtw0 beginning\expnd-1\expndtw-5  \expnd0\expndtw0 of\expnd-1\expndtw-5  \expnd0\expndtw0 the\expnd-1\expndtw-5  \expnd0\expndtw0 semester\expnd-1\expndtw-5  \expnd0\expndtw0 has\expnd-1\expndtw-5  \expnd0\expndtw0 also\expnd-1\expndtw-5  \expnd0\expndtw0 been\expnd-1\expndtw-5  \expnd0\expndtw0 advised\expnd-1\expndtw-5  \expnd0\expndtw0 as\expnd-1\expndtw-5  \expnd0\expndtw0 a\expnd-1\expndtw-5  \expnd0\expndtw0 way\expnd-1\expndtw-5  \expnd0\expndtw0 to\expnd-1\expndtw-5  \expnd0\expndtw0 develop\expnd-1\expndtw-5  \expnd0\expndtw0 a\expnd-1\expndtw-5  \expnd0\expndtw0 purposeful\expnd-1\expndtw-5  \expnd0\expndtw0 teacher\expnd-1\expndtw-5  \expnd0\expndtw0 presence\expnd-1\expndtw-5  \expnd0\expndtw0 in an online environment (Bender, 2003). By consciously working towards the development of an online community,\expnd-1\expndtw-7  \expnd0\expndtw0 an\expnd-1\expndtw-7  \expnd0\expndtw0 online\expnd-1\expndtw-7  \expnd0\expndtw0 tutor\expnd-1\expndtw-7  \expnd0\expndtw0 or\expnd-1\expndtw-7  \expnd0\expndtw0 facilitator\expnd-1\expndtw-7  \expnd0\expndtw0 can\expnd-1\expndtw-7  \expnd0\expndtw0 positively\expnd-1\expndtw-7  \expnd0\expndtw0 influence\expnd-1\expndtw-7  \expnd0\expndtw0 future\expnd-1\expndtw-7  \expnd0\expndtw0 learning\expnd-1\expndtw-7  \expnd0\expndtw0 interactions\expnd-1\expndtw-7  \expnd0\expndtw0 in\expnd-1\expndtw-7  \expnd0\expndtw0 an\expnd-1\expndtw-7  \expnd0\expndtw0 online course\expnd-2\expndtw-9  \expnd0\expndtw0 (McConnell,\expnd-2\expndtw-9  \expnd0\expndtw0 2006).\expnd-2\expndtw-9  \expnd0\expndtw0 As\expnd-2\expndtw-9  \expnd0\expndtw0 suggested\expnd-2\expndtw-9  \expnd0\expndtw0 by\expnd-2\expndtw-9  \expnd0\expndtw0 Olson\expnd-2\expndtw-9  \expnd0\expndtw0 (2002),\expnd-2\expndtw-9  \expnd0\expndtw0 to\expnd-2\expndtw-9  \expnd0\expndtw0 be\expnd-2\expndtw-9  \expnd0\expndtw0 effective\expnd-2\expndtw-9  \expnd0\expndtw0 leaders,\expnd-2\expndtw-9  \expnd0\expndtw0 online\expnd-2\expndtw-9  \expnd0\expndtw0 teachers\expnd-2\expndtw-9  \expnd0\expndtw0 need\expnd-2\expndtw-9  \expnd0\expndtw0 to communicate openly and often, follow through on promises, set an appropriate tone for online interactions and be available and respond to queries. A learner\'92s sense of identity, belonging and community\expnd-2\expndtw-9  \expnd0\expndtw0 provide\expnd-2\expndtw-9  \expnd0\expndtw0 a\expnd-2\expndtw-9  \expnd0\expndtw0 learning\expnd-2\expndtw-9  \expnd0\expndtw0 community\expnd-2\expndtw-9  \expnd0\expndtw0 with\expnd-2\expndtw-9  \expnd0\expndtw0 a\expnd-2\expndtw-9  \expnd0\expndtw0 sense\expnd-2\expndtw-9  \expnd0\expndtw0 of\expnd-2\expndtw-9  \expnd0\expndtw0 place\expnd-2\expndtw-9  \expnd0\expndtw0 \'96\expnd-2\expndtw-9  \expnd0\expndtw0 both\expnd-2\expndtw-9  \expnd0\expndtw0 for\expnd-2\expndtw-9  \expnd0\expndtw0 the\expnd-2\expndtw-9  \expnd0\expndtw0 individual\expnd-2\expndtw-9  \expnd0\expndtw0 learner\expnd-2\expndtw-9  \expnd0\expndtw0 and\expnd-2\expndtw-9  \expnd0\expndtw0 for\expnd-2\expndtw-9  \expnd0\expndtw0 a group of learners, and the online tutor has a crucial role in this respect.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb18\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb1\f0\fs19\b0\expnd0\expndtw0\charscalex105 As Palloff and Pratt explain, \'93the fully engaged, active learner is likely to bring new demands to the learning situation\'94 (2002, p. 182), so the teacher must as available as possible, be vigilant about responding\expnd-2\expndtw-10  \expnd0\expndtw0 to\expnd-2\expndtw-10  \expnd0\expndtw0 students\'92\expnd-2\expndtw-10  \expnd0\expndtw0 inquiries\expnd-2\expndtw-10  \expnd0\expndtw0 and\expnd-2\expndtw-10  \expnd0\expndtw0 set\expnd-2\expndtw-10  \expnd0\expndtw0 their\expnd-2\expndtw-10  \expnd0\expndtw0 expectations\expnd-2\expndtw-10  \expnd0\expndtw0 clearly\expnd-2\expndtw-10  \expnd0\expndtw0 and\expnd-2\expndtw-10  \expnd0\expndtw0 early\expnd-2\expndtw-10  \expnd0\expndtw0 in\expnd-2\expndtw-10  \expnd0\expndtw0 the\expnd-2\expndtw-10  \expnd0\expndtw0 course.\expnd-2\expndtw-10  \expnd0\expndtw0 The\expnd-2\expndtw-10  \expnd0\expndtw0 way\expnd-2\expndtw-10  \expnd0\expndtw0 online teachers\expnd0\expndtw-2  \expnd0\expndtw0 facilitate\expnd0\expndtw-2  \expnd0\expndtw0 the\expnd0\expndtw-2  \expnd0\expndtw0 development\expnd0\expndtw-2  \expnd0\expndtw0 of\expnd0\expndtw-2  \expnd0\expndtw0 relationships\expnd0\expndtw-2  \expnd0\expndtw0 between\expnd0\expndtw-2  \expnd0\expndtw0 online\expnd0\expndtw-2  \expnd0\expndtw0 learners\expnd0\expndtw-2  \expnd0\expndtw0 is\expnd0\expndtw-2  \expnd0\expndtw0 often\expnd0\expndtw-2  \expnd0\expndtw0 crucial\expnd0\expndtw-2  \expnd0\expndtw0 to\expnd0\expndtw-2  \expnd0\expndtw0 the\expnd0\expndtw-2  \expnd0\expndtw0 overall\par\sect\sectd\sbkpage\headery0\footery787\margtsxn1060\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb78\f0\fs19\b0\expnd0\expndtw0\charscalex105 success\expnd-1\expndtw-5  \expnd0\expndtw0 of\expnd-1\expndtw-5  \expnd0\expndtw0 the\expnd-1\expndtw-5  \expnd0\expndtw0 learning\expnd-1\expndtw-5  \expnd0\expndtw0 experienced.\expnd-1\expndtw-5  \expnd0\expndtw0 This\expnd-1\expndtw-5  \expnd0\expndtw0 is\expnd-1\expndtw-5  \expnd0\expndtw0 often\expnd-1\expndtw-5  \expnd0\expndtw0 achieved\expnd-1\expndtw-5  \expnd0\expndtw0 through\expnd-1\expndtw-5  \expnd0\expndtw0 the\expnd-1\expndtw-5  \expnd0\expndtw0 establishment\expnd-1\expndtw-5  \expnd0\expndtw0 of\expnd-1\expndtw-5  \expnd0\expndtw0 what\expnd-1\expndtw-5  \expnd0\expndtw0 McConnell calls (2006, p. 42) \'93social presence\'94 \'96 a mixture between serious and not-so-serious types of course communication.\expnd-3\expndtw-13  \expnd0\expndtw0 Garrison,\expnd-2\expndtw-12  \expnd0\expndtw0 Anderson\expnd-3\expndtw-13  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 Archer\'92s\expnd-3\expndtw-13  \expnd0\expndtw0 (2000)\expnd-2\expndtw-12  \expnd0\expndtw0 model\expnd-3\expndtw-13  \expnd0\expndtw0 of\expnd-2\expndtw-12  \expnd0\expndtw0 community\expnd-3\expndtw-13  \expnd0\expndtw0 inquiry\expnd-2\expndtw-12  \expnd0\expndtw0 also\expnd-3\expndtw-13  \expnd0\expndtw0 acknowledges this social presence, alongside cognitive presence and teacher presence, as does Rovai\'92s (2002) recognition of the value of social presence in online contexts. So, online learning facilitators, teachers, tutors, lecturers or instructors are not just providers of content and information. Rather, they require refined online communication, moderation and facilitation skills. These skills, when exercised with expertise, can contribute or even initiate a sense of place and belonging in the context of online learning courses in higher education contexts which can, in turn, contribute to an online sense of community.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb15\f0\fs19\b0\i0\par\pard\plain\s3\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\f2\fs19\b1\expnd0\expndtw0\charscalex100 Graphic\expnd3\expndtw16  \expnd0\expndtw-2 tools\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb200\f0\fs19\b0\expnd0\expndtw0\charscalex105 In\expnd-2\expndtw-10  \expnd0\expndtw0 online\expnd-2\expndtw-10  \expnd0\expndtw0 learning\expnd-2\expndtw-10  \expnd0\expndtw0 environments,\expnd-2\expndtw-10  \expnd0\expndtw0 text\expnd-2\expndtw-10  \expnd0\expndtw0 is\expnd-2\expndtw-10  \expnd0\expndtw0 less\expnd-2\expndtw-10  \expnd0\expndtw0 dominant\expnd-2\expndtw-10  \expnd0\expndtw0 than\expnd-2\expndtw-10  \expnd0\expndtw0 in\expnd-2\expndtw-10  \expnd0\expndtw0 some\expnd-2\expndtw-10  \expnd0\expndtw0 other\expnd-2\expndtw-10  \expnd0\expndtw0 learning\expnd-2\expndtw-10  \expnd0\expndtw0 contexts\expnd-2\expndtw-10  \expnd0\expndtw0 (Ko\expnd-2\expndtw-10  \expnd0\expndtw0 &\expnd-2\expndtw-10  \expnd0\expndtw0 Rossen, 2004), learning resources are more varied in nature, distractions are ever-present and the option to hyperlink off into more interesting or \'93greener\'94 virtual realms is a constant temptation. For these, and a multitude of other reasons, well designed graphic tools are essential elements in an effective online learning\expnd-1\expndtw-4  \expnd0\expndtw0 course.\expnd-1\expndtw-4  \expnd0\expndtw0 These\expnd-1\expndtw-4  \expnd0\expndtw0 tools\expnd-1\expndtw-4  \expnd0\expndtw0 can\expnd-1\expndtw-4  \expnd0\expndtw0 include\expnd-1\expndtw-4  \expnd0\expndtw0 graphic-based\expnd-1\expndtw-4  \expnd0\expndtw0 simulated\expnd-1\expndtw-4  \expnd0\expndtw0 interfaces,\expnd-1\expndtw-4  \expnd0\expndtw0 diagrams,\expnd-1\expndtw-4  \expnd0\expndtw0 animated\expnd-1\expndtw-4  \expnd0\expndtw0 models, videos, slideshows with attached sound files, graphics and photographs. Images, static or otherwise, that provide guidance, learning advice and timely feedback can create a sense of place in an online learning environment by assisting students in their online learning journey and by providing tools which aid direction, comprehension and interpretation (McVay Lynch, 2002). Hudson (2002)\expnd-1\expndtw-3  \expnd0\expndtw0 suggests that images used strategically in online learning environments can provide a range of functions; they can create a sense of playfulness; communicate values; foster a tolerance for individual difference; and even provide structural\expnd-2\expndtw-9  \expnd0\expndtw0 guidance\expnd-2\expndtw-9  \expnd0\expndtw0 to\expnd-2\expndtw-9  \expnd0\expndtw0 online\expnd-2\expndtw-9  \expnd0\expndtw0 learners.\expnd-2\expndtw-9  \expnd0\expndtw0 In\expnd-2\expndtw-9  \expnd0\expndtw0 fact,\expnd-2\expndtw-9  \expnd0\expndtw0 Fetherston\expnd-2\expndtw-9  \expnd0\expndtw0 (2008)\expnd-2\expndtw-9  \expnd0\expndtw0 suggests\expnd-2\expndtw-9  \expnd0\expndtw0 that\expnd-2\expndtw-9  \expnd0\expndtw0 the\expnd-2\expndtw-9  \expnd0\expndtw0 visual\expnd-2\expndtw-9  \expnd0\expndtw0 aspect\expnd-2\expndtw-9  \expnd0\expndtw0 of\expnd-2\expndtw-9  \expnd0\expndtw0 learning contexts\expnd-1\expndtw-7  \expnd0\expndtw0 is\expnd-1\expndtw-7  \expnd0\expndtw0 becoming\expnd-1\expndtw-7  \expnd0\expndtw0 more\expnd-1\expndtw-7  \expnd0\expndtw0 dominant\expnd-1\expndtw-7  \expnd0\expndtw0 as\expnd-1\expndtw-7  \expnd0\expndtw0 students\expnd-1\expndtw-7  \expnd0\expndtw0 are\expnd-1\expndtw-7  \expnd0\expndtw0 offered\expnd-1\expndtw-7  \expnd0\expndtw0 increased\expnd-1\expndtw-7  \expnd0\expndtw0 opportunities\expnd-1\expndtw-7  \expnd0\expndtw0 to\expnd-1\expndtw-7  \expnd0\expndtw0 produce,\expnd-1\expndtw-7  \expnd0\expndtw0 view\expnd-1\expndtw-7  \expnd0\expndtw0 and manipulate images.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb16\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri286\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Just as with other course components, image-based elements require careful placement and purposeful consideration in order to assist the development of a sense of place. The use of images in learning depends\expnd-2\expndtw-11  \expnd0\expndtw0 on\expnd-2\expndtw-11  \expnd0\expndtw0 how\expnd-2\expndtw-11  \expnd0\expndtw0 they\expnd-2\expndtw-11  \expnd0\expndtw0 are\expnd-2\expndtw-11  \expnd0\expndtw0 read\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw0 who\expnd-2\expndtw-11  \expnd0\expndtw0 creates\expnd-2\expndtw-11  \expnd0\expndtw0 them\expnd-2\expndtw-11  \expnd0\expndtw0 (Fetherston,\expnd-2\expndtw-11  \expnd0\expndtw0 2008).\expnd-2\expndtw-11  \expnd0\expndtw0 For\expnd-2\expndtw-11  \expnd0\expndtw0 these\expnd-2\expndtw-11  \expnd0\expndtw0 reasons,\expnd-2\expndtw-11  \expnd0\expndtw0 incorporation of\expnd0\expndtw-2  \expnd0\expndtw0 graphic\expnd0\expndtw-2  \expnd0\expndtw0 elements\expnd0\expndtw-2  \expnd0\expndtw0 in\expnd0\expndtw-2  \expnd0\expndtw0 course\expnd0\expndtw-2  \expnd0\expndtw0 design\expnd0\expndtw-2  \expnd0\expndtw0 should\expnd0\expndtw-2  \expnd0\expndtw0 be\expnd0\expndtw-2  \expnd0\expndtw0 accompanied\expnd0\expndtw-2  \expnd0\expndtw0 by\expnd0\expndtw-2  \expnd0\expndtw0 an\expnd0\expndtw-2  \expnd0\expndtw0 analysis\expnd0\expndtw-2  \expnd0\expndtw0 of\expnd0\expndtw-2  \expnd0\expndtw0 how\expnd0\expndtw-2  \expnd0\expndtw0 such\expnd0\expndtw-2  \expnd0\expndtw0 images\expnd0\expndtw-2  \expnd0\expndtw0 would and\expnd-1\expndtw-6  \expnd0\expndtw0 could\expnd-1\expndtw-6  \expnd0\expndtw0 be\expnd-1\expndtw-6  \expnd0\expndtw0 interpreted\expnd-1\expndtw-6  \expnd0\expndtw0 by\expnd-1\expndtw-6  \expnd0\expndtw0 varied\expnd-1\expndtw-6  \expnd0\expndtw0 online\expnd-1\expndtw-6  \expnd0\expndtw0 participants\expnd-1\expndtw-6  \expnd0\expndtw0 and\expnd-1\expndtw-6  \expnd0\expndtw0 whether\expnd-1\expndtw-6  \expnd0\expndtw0 or\expnd-1\expndtw-6  \expnd0\expndtw0 not\expnd-1\expndtw-6  \expnd0\expndtw0 these\expnd-1\expndtw-6  \expnd0\expndtw0 elements\expnd-1\expndtw-6  \expnd0\expndtw0 would\expnd-1\expndtw-6  \expnd0\expndtw0 assist\expnd-1\expndtw-6  \expnd0\expndtw0 or detract from students developing a sense of place within their online learning environment.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb17\f0\fs19\b0\i0\par\pard\plain\s3\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\f2\fs19\b1\expnd0\expndtw0\charscalex100 Guiding\expnd4\expndtw22  \expnd0\expndtw-2 structure\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb195\f0\fs19\b0\expnd0\expndtw0\charscalex105 Last, and definitely not least, an online sense of place can be fostered by providing students with a guiding structure to the course and, subsequently, to their learning journey. Such a structure does not necessarily need to be entirely linear but does necessitate consideration within the overall design of an online course. Whether the course is based on constructivist learning philosophies (Jonassen, 1999), situated learning principles (Oliver & Herrington, 2001, 2003) or a combination of behaviourist, cognitivist\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw0 constructivist\expnd-2\expndtw-11  \expnd0\expndtw0 ideas\expnd-2\expndtw-11  \expnd0\expndtw0 (Ally,\expnd-2\expndtw-11  \expnd0\expndtw0 2004),\expnd-2\expndtw-11  \expnd0\expndtw0 the\expnd-2\expndtw-11  \expnd0\expndtw0 course\expnd-2\expndtw-11  \expnd0\expndtw0 designer\expnd-2\expndtw-11  \expnd0\expndtw0 or\expnd-2\expndtw-11  \expnd0\expndtw0 teacher\expnd-2\expndtw-11  \expnd0\expndtw0 needs\expnd-2\expndtw-11  \expnd0\expndtw0 to\expnd-2\expndtw-11  \expnd0\expndtw0 provide\expnd-2\expndtw-11  \expnd0\expndtw0 students with\expnd-1\expndtw-7  \expnd0\expndtw0 some\expnd-1\expndtw-7  \expnd0\expndtw0 advice\expnd-1\expndtw-7  \expnd0\expndtw0 about\expnd-1\expndtw-7  \expnd0\expndtw0 or\expnd-1\expndtw-7  \expnd0\expndtw0 tools\expnd-1\expndtw-7  \expnd0\expndtw0 to\expnd-1\expndtw-7  \expnd0\expndtw0 use\expnd-1\expndtw-7  \expnd0\expndtw0 to\expnd-1\expndtw-7  \expnd0\expndtw0 negotiate\expnd-1\expndtw-7  \expnd0\expndtw0 their\expnd-1\expndtw-7  \expnd0\expndtw0 way\expnd-1\expndtw-7  \expnd0\expndtw0 through\expnd-1\expndtw-7  \expnd0\expndtw0 the\expnd-1\expndtw-7  \expnd0\expndtw0 maze\expnd-1\expndtw-7  \expnd0\expndtw0 of\expnd-1\expndtw-7  \expnd0\expndtw0 information,\expnd-1\expndtw-7  \expnd0\expndtw0 activities and resources that make up an online course.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb15\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Rather than \'93packaging resources as stand-alone learning materials\'94 (McConnell, 2006, p. 28), online learning environments offer the advantage of being able to link various sections to create opportunities where\expnd-1\expndtw-3  \expnd0\expndtw0 students\expnd-1\expndtw-3  \expnd0\expndtw0 can\expnd-1\expndtw-3  \expnd0\expndtw0 construct\expnd-1\expndtw-3  \expnd0\expndtw0 knowledge.\expnd-1\expndtw-3  \expnd0\expndtw0 Sometimes\expnd-1\expndtw-3  \expnd0\expndtw0 this\expnd-1\expndtw-3  \expnd0\expndtw0 affordance\expnd-1\expndtw-3  \expnd0\expndtw0 of\expnd-1\expndtw-3  \expnd0\expndtw0 online\expnd-1\expndtw-3  \expnd0\expndtw0 learning\expnd-1\expndtw-3  \expnd0\expndtw0 contexts\expnd-1\expndtw-3  \expnd0\expndtw0 can\expnd-1\expndtw-3  \expnd0\expndtw0 also become a hindrance when navigation through a course structure becomes too unclear or confusing. For these\expnd-2\expndtw-11  \expnd0\expndtw0 opposing\expnd-2\expndtw-11  \expnd0\expndtw0 reasons,\expnd-2\expndtw-11  \expnd0\expndtw0 the\expnd-2\expndtw-11  \expnd0\expndtw0 online\expnd-2\expndtw-11  \expnd0\expndtw0 course\expnd-2\expndtw-11  \expnd0\expndtw0 should\expnd-2\expndtw-11  \expnd0\expndtw0 offer\expnd-2\expndtw-11  \expnd0\expndtw0 the\expnd-2\expndtw-11  \expnd0\expndtw0 online\expnd-2\expndtw-11  \expnd0\expndtw0 learner\expnd-2\expndtw-11  \expnd0\expndtw0 advice\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw0 support\expnd-2\expndtw-11  \expnd0\expndtw0 for\expnd-2\expndtw-11  \expnd0\expndtw0 traversing the\expnd-1\expndtw-3  \expnd0\expndtw0 online\expnd-1\expndtw-3  \expnd0\expndtw0 learning\expnd-1\expndtw-3  \expnd0\expndtw0 context\expnd-1\expndtw-3  \expnd0\expndtw0 and\expnd-1\expndtw-3  \expnd0\expndtw0 working\expnd-1\expndtw-3  \expnd0\expndtw0 out\expnd-1\expndtw-3  \expnd0\expndtw0 their\expnd-1\expndtw-3  \expnd0\expndtw0 place\expnd-1\expndtw-3  \expnd0\expndtw0 within\expnd-1\expndtw-3  \expnd0\expndtw0 this\expnd-1\expndtw-3  \expnd0\expndtw0 context.\expnd-1\expndtw-3  \expnd0\expndtw0 These\expnd-1\expndtw-3  \expnd0\expndtw0 structures\expnd-1\expndtw-3  \expnd0\expndtw0 may\expnd-1\expndtw-3  \expnd0\expndtw0 include simple textual or graphical sitemaps, introductory guides, semester plans, suggestions for how to \'93get back on track\'94 or a short list of \'93tips for the online learner\'94. However such guiding structures are included,\expnd-1\expndtw-7  \expnd0\expndtw0 they\expnd-1\expndtw-7  \expnd0\expndtw0 are\expnd-1\expndtw-7  \expnd0\expndtw0 required\expnd-1\expndtw-7  \expnd0\expndtw0 in\expnd-1\expndtw-7  \expnd0\expndtw0 all\expnd-1\expndtw-7  \expnd0\expndtw0 courses\expnd-1\expndtw-7  \expnd0\expndtw0 from\expnd-1\expndtw-7  \expnd0\expndtw0 the\expnd-1\expndtw-7  \expnd0\expndtw0 most\expnd-1\expndtw-7  \expnd0\expndtw0 sequential\expnd-1\expndtw-7  \expnd0\expndtw0 to\expnd-1\expndtw-7  \expnd0\expndtw0 the\expnd-1\expndtw-7  \expnd0\expndtw0 least\expnd-1\expndtw-7  \expnd0\expndtw0 linear\expnd-1\expndtw-7  \expnd0\expndtw0 and\expnd-1\expndtw-7  \expnd0\expndtw0 can\expnd-1\expndtw-7  \expnd0\expndtw0 contribute\expnd-1\expndtw-7  \expnd0\expndtw0 to the cultivation of a sense of place in online learning contexts.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb8\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\f2\fs24\b1\expnd0\expndtw0\charscalex100 Conclusions:\expnd-1\expndtw-3  \expnd0\expndtw0 Future\expnd-1\expndtw-3  \expnd0\expndtw0 online\expnd-1\expndtw-3  \f1\i1\expnd0\expndtw0 sense\expnd-1\expndtw-3  \expnd0\expndtw0 of\expnd0\expndtw-2  place\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb194\f0\fs19\b0\expnd0\expndtw0\charscalex105 Instead of attempting to reproduce traditional classroom-based teaching methods, the affordances and technologies of the online environment offer opportunities for the application of different types of learning pedagogies. This is well aligned with what Palloff and Pratt (1999, p. 23) suggest: \'93a new paradigm\expnd-2\expndtw-11  \expnd0\expndtw0 for\expnd-2\expndtw-11  \expnd0\expndtw0 learning,\expnd-2\expndtw-11  \expnd0\expndtw0 which\expnd-2\expndtw-11  \expnd0\expndtw0 involves\expnd-2\expndtw-11  \expnd0\expndtw0 a\expnd-2\expndtw-11  \expnd0\expndtw0 more\expnd-2\expndtw-11  \expnd0\expndtw0 active,\expnd-2\expndtw-11  \expnd0\expndtw0 collaborative,\expnd-2\expndtw-11  \expnd0\expndtw0 constructivist\expnd-2\expndtw-11  \expnd0\expndtw0 approach.\'94\expnd-2\expndtw-11  \expnd0\expndtw0 If\expnd-2\expndtw-11  \expnd0\expndtw0 we\expnd-2\expndtw-11  \expnd0\expndtw0 are\expnd-2\expndtw-11  \expnd0\expndtw0 to use the lessons learned from the literature, from experience and from listening to students about their\par\sect\sectd\sbkpage\headery0\footery787\margtsxn1060\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\sb78\f0\fs19\b0\expnd0\expndtw0\charscalex105 online\expnd-2\expndtw-9  \expnd0\expndtw0 learning\expnd-2\expndtw-9  \expnd0\expndtw0 experiences,\expnd-2\expndtw-9  \expnd0\expndtw0 then\expnd-2\expndtw-9  \expnd0\expndtw0 the\expnd-2\expndtw-9  \expnd0\expndtw0 future\expnd-2\expndtw-9  \expnd0\expndtw0 of\expnd-2\expndtw-9  \expnd0\expndtw0 an\expnd-2\expndtw-9  \expnd0\expndtw0 online\expnd-2\expndtw-9  \f5\i1\expnd0\expndtw0 sense\expnd-2\expndtw-9  \expnd0\expndtw0 of\expnd-2\expndtw-9  \expnd0\expndtw0 place\expnd-2\expndtw-9  \f0\i0\expnd0\expndtw0 could\expnd-2\expndtw-9  \expnd0\expndtw0 be\expnd-2\expndtw-9  \expnd0\expndtw0 a\expnd-2\expndtw-9  \expnd0\expndtw0 little\expnd-2\expndtw-9  \expnd0\expndtw0 more\expnd-2\expndtw-9  \expnd0\expndtw0 humanised,\expnd-2\expndtw-9  \expnd0\expndtw0 a little\expnd-1\expndtw-3  \expnd0\expndtw0 more\expnd-1\expndtw-3  \expnd0\expndtw0 supported,\expnd-1\expndtw-3  \expnd0\expndtw0 a\expnd-1\expndtw-3  \expnd0\expndtw0 little\expnd-1\expndtw-3  \expnd0\expndtw0 less\expnd-1\expndtw-3  \expnd0\expndtw0 formal\expnd-1\expndtw-3  \expnd0\expndtw0 and\expnd-1\expndtw-3  \expnd0\expndtw0 a\expnd-1\expndtw-3  \expnd0\expndtw0 little\expnd-1\expndtw-3  \expnd0\expndtw0 less\expnd-1\expndtw-3  \expnd0\expndtw0 jungle-like\expnd-1\expndtw-3  \expnd0\expndtw0 than\expnd-1\expndtw-3  \expnd0\expndtw0 the\expnd-1\expndtw-3  \expnd0\expndtw0 past.\expnd-1\expndtw-3  \expnd0\expndtw0 Rather\expnd-1\expndtw-3  \expnd0\expndtw0 than\expnd-1\expndtw-3  \expnd0\expndtw0 just\expnd-1\expndtw-3  \expnd0\expndtw0 simply creating a \'93sense of \f5\i1 remote \f0\i0 presence\'94 (Fontaine, 2002, p. 33), a sense of place becomes a state in which teacher, student and community presence and identity are recognised, valued and incorporated into the online course design at an overall and a detailed level. If developed in positive ways, an individual student\'92s\expnd-1\expndtw-6  \expnd0\expndtw0 sense\expnd-1\expndtw-6  \expnd0\expndtw0 of\expnd-1\expndtw-6  \expnd0\expndtw0 place\expnd-1\expndtw-6  \expnd0\expndtw0 may\expnd-1\expndtw-6  \expnd0\expndtw0 indeed\expnd-1\expndtw-6  \expnd0\expndtw0 contribute\expnd-1\expndtw-6  \expnd0\expndtw0 to\expnd-1\expndtw-6  \expnd0\expndtw0 the\expnd-1\expndtw-6  \expnd0\expndtw0 overall\expnd-1\expndtw-6  \expnd0\expndtw0 sense\expnd-1\expndtw-6  \expnd0\expndtw0 of\expnd-1\expndtw-6  \expnd0\expndtw0 community\expnd-1\expndtw-6  \expnd0\expndtw0 within\expnd-1\expndtw-6  \expnd0\expndtw0 an\expnd-1\expndtw-6  \expnd0\expndtw0 entire\expnd-1\expndtw-6  \expnd0\expndtw0 course.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb17\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\ri232\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Our higher education students and teachers, and research into their learning and teaching practices, has taught us that human interaction on varied levels is still important in the online environment. In fact, online\expnd-1\expndtw-7  \expnd0\expndtw0 learning\expnd-1\expndtw-7  \expnd0\expndtw0 contexts,\expnd-1\expndtw-7  \expnd0\expndtw0 when\expnd-1\expndtw-7  \expnd0\expndtw0 designed\expnd-1\expndtw-7  \expnd0\expndtw0 with\expnd-1\expndtw-7  \expnd0\expndtw0 the\expnd-1\expndtw-7  \expnd0\expndtw0 learner\'92s\expnd-1\expndtw-7  \expnd0\expndtw0 cognitive,\expnd-1\expndtw-7  \expnd0\expndtw0 locational\expnd-1\expndtw-7  \expnd0\expndtw0 and\expnd-1\expndtw-7  \expnd0\expndtw0 social\expnd-1\expndtw-7  \expnd0\expndtw0 needs\expnd-1\expndtw-7  \expnd0\expndtw0 in\expnd-1\expndtw-7  \expnd0\expndtw0 mind, can even foster a \'93mind-body-soul\'94 connection\'94 (Crook, 2007, p. 34). We have learned that images, structural guidance and the tone of communication can function effectively to enhance feelings and impressions that substantiate online learning communities and identities. More than likely, we will continue to learn more about how to answer the question of \'93where am I?\'94 when asked in relation to online\expnd0\expndtw-2  \expnd0\expndtw0 learning\expnd0\expndtw-2  \expnd0\expndtw0 contexts\expnd0\expndtw-2  \expnd0\expndtw0 from\expnd0\expndtw-2  \expnd0\expndtw0 both\expnd0\expndtw-2  \expnd0\expndtw0 a\expnd0\expndtw-2  \expnd0\expndtw0 teacher\'92s\expnd0\expndtw-2  \expnd0\expndtw0 and\expnd0\expndtw-2  \expnd0\expndtw0 student\'92s\expnd0\expndtw-2  \expnd0\expndtw0 perspective.\expnd0\expndtw-2  \expnd0\expndtw0 With\expnd0\expndtw-2  \expnd0\expndtw0 the\expnd0\expndtw-2  \expnd0\expndtw0 lessons\expnd0\expndtw-2  \expnd0\expndtw0 from\expnd0\expndtw-2  \expnd0\expndtw0 previous literature\expnd-2\expndtw-9  \expnd0\expndtw0 in\expnd-2\expndtw-9  \expnd0\expndtw0 mind,\expnd-2\expndtw-9  \expnd0\expndtw0 this\expnd-2\expndtw-9  \expnd0\expndtw0 paper\expnd-2\expndtw-9  \expnd0\expndtw0 has\expnd-2\expndtw-9  \expnd0\expndtw0 attempted\expnd-2\expndtw-9  \expnd0\expndtw0 to\expnd-2\expndtw-9  \expnd0\expndtw0 focus\expnd-2\expndtw-9  \expnd0\expndtw0 upon\expnd-2\expndtw-9  \expnd0\expndtw0 the\expnd-2\expndtw-9  \expnd0\expndtw0 importance\expnd-2\expndtw-9  \expnd0\expndtw0 of\expnd-2\expndtw-9  \expnd0\expndtw0 developing\expnd-2\expndtw-9  \expnd0\expndtw0 a\expnd-2\expndtw-9  \expnd0\expndtw0 sense\expnd-2\expndtw-9  \expnd0\expndtw0 of\expnd-2\expndtw-9  \expnd0\expndtw0 place\expnd-2\expndtw-9  \expnd0\expndtw0 in online learning environments in order to optimise student learning. Both ideal and non-ideal uses of learning\expnd-2\expndtw-8  \expnd0\expndtw0 and\expnd-2\expndtw-8  \expnd0\expndtw0 teaching\expnd-2\expndtw-8  \expnd0\expndtw0 technologies\expnd-2\expndtw-8  \expnd0\expndtw0 have\expnd-2\expndtw-8  \expnd0\expndtw0 been\expnd-2\expndtw-8  \expnd0\expndtw0 acknowledged\expnd-2\expndtw-8  \expnd0\expndtw0 in\expnd-2\expndtw-8  \expnd0\expndtw0 an\expnd-2\expndtw-8  \expnd0\expndtw0 attempt\expnd-2\expndtw-8  \expnd0\expndtw0 to\expnd-2\expndtw-8  \expnd0\expndtw0 provide\expnd-2\expndtw-8  \expnd0\expndtw0 a\expnd-2\expndtw-8  \expnd0\expndtw0 two-sided\expnd-2\expndtw-8  \expnd0\expndtw0 view\expnd-2\expndtw-8  \expnd0\expndtw0 of the\expnd0\expndtw-1  \expnd0\expndtw0 current\expnd0\expndtw-1  \expnd0\expndtw0 state\expnd0\expndtw-1  \expnd0\expndtw0 of\expnd0\expndtw-1  \expnd0\expndtw0 online\expnd0\expndtw-1  \expnd0\expndtw0 learning\expnd0\expndtw-1  \expnd0\expndtw0 in\expnd0\expndtw-1  \expnd0\expndtw0 higher\expnd0\expndtw-1  \expnd0\expndtw0 education\expnd0\expndtw-1  \expnd0\expndtw0 contexts.\expnd0\expndtw-1  \expnd0\expndtw0 In\expnd0\expndtw-1  \expnd0\expndtw0 conclusion,\expnd0\expndtw-1  \expnd0\expndtw0 the\expnd0\expndtw-1  \expnd0\expndtw0 affordances\expnd0\expndtw-1  \expnd0\expndtw0 of\expnd0\expndtw-1  \expnd0\expndtw0 online learning environments can be used to overcome their not so palatable characteristics which may have\expnd0\expndtw0\charscalex105  been more prevalent in the early days of online learning environments:\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb16\f0\fs19\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li685\ri774\sl252\slmult1\sb1\f0\fs19\b0\expnd0\expndtw0\charscalex105 The literature clearly shows that \'93successful\'94 online courses have been able to overcome the disinviting aspects of the medium by applying the technologies to \'93humanise\'94 the environment\expnd-3\expndtw-13  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 establish\expnd-3\expndtw-13  \expnd0\expndtw0 a\expnd-2\expndtw-12  \expnd0\expndtw0 \'93social\expnd-2\expndtw-12  \expnd0\expndtw0 presence\'94\expnd-3\expndtw-13  \expnd0\expndtw0 of\expnd-2\expndtw-12  \expnd0\expndtw0 all\expnd-3\expndtw-13  \expnd0\expndtw0 participants;\expnd-2\expndtw-12  \expnd0\expndtw0 to\expnd-2\expndtw-12  \expnd0\expndtw0 encourage\expnd-3\expndtw-13  \expnd0\expndtw0 cooperation and collaboration between individuals, groups, and online educators / facilitators; to stimulate a much more meaningful view of the subject matter being taught; and to use operational activities which specifically address the disinvitational aspects on online learning. (Paxton, 2003, p. 150)\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb9\f0\fs19\b0\i0\par\pard\plain\s2\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\f2\fs24\b1\expnd0\expndtw-2\charscalex100 References\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri774\sl252\slmult1\sb238\f0\fs19\b0\expnd0\expndtw0\charscalex105 Ager-Gupta,\expnd-2\expndtw-12  \expnd0\expndtw0 D.\expnd-2\expndtw-12  \expnd0\expndtw0 (2002).\expnd-2\expndtw-12  \expnd0\expndtw0 Uncertain\expnd-2\expndtw-12  \expnd0\expndtw0 frontiers:\expnd-2\expndtw-12  \expnd0\expndtw0 Exploring\expnd-2\expndtw-12  \expnd0\expndtw0 ethical\expnd-2\expndtw-12  \expnd0\expndtw0 dimensions\expnd-2\expndtw-12  \expnd0\expndtw0 of\expnd-2\expndtw-12  \expnd0\expndtw0 online\expnd-2\expndtw-12  \expnd0\expndtw0 learning.\expnd-2\expndtw-12  \expnd0\expndtw0 In\expnd-2\expndtw-12  \expnd0\expndtw0 K. Rudestam\expnd-1\expndtw-4  \expnd0\expndtw0 &\expnd-1\expndtw-4  \expnd0\expndtw0 J.\expnd-1\expndtw-4  \expnd0\expndtw0 Schoenholtz-Read\expnd-1\expndtw-4  \expnd0\expndtw0 (Eds.),\expnd-1\expndtw-4  \f5\i1\expnd0\expndtw0 Handbook\expnd-1\expndtw-4  \expnd0\expndtw0 of\expnd-1\expndtw-4  \expnd0\expndtw0 online\expnd-1\expndtw-4  \expnd0\expndtw0 learning:\expnd-1\expndtw-4  \expnd0\expndtw0 Innovations\expnd-1\expndtw-4  \expnd0\expndtw0 in\expnd-1\expndtw-4  \expnd0\expndtw0 higher education and corporate training \f0\i0 (pp. 125-148). Thousand Oaks, CA: Sage.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl252\slmult1\sb3\f0\fs19\b0\expnd0\expndtw0\charscalex105 Agger-Gupta,\expnd-2\expndtw-12  \expnd0\expndtw0 D.\expnd-2\expndtw-12  \expnd0\expndtw0 (2002).\expnd-2\expndtw-12  \expnd0\expndtw0 Uncertain\expnd-2\expndtw-12  \expnd0\expndtw0 frontiers:\expnd-2\expndtw-12  \expnd0\expndtw0 Exploring\expnd-2\expndtw-12  \expnd0\expndtw0 ethical\expnd-2\expndtw-12  \expnd0\expndtw0 dimensions\expnd-2\expndtw-12  \expnd0\expndtw0 of\expnd-2\expndtw-12  \expnd0\expndtw0 online\expnd-2\expndtw-12  \expnd0\expndtw0 learning.\expnd-2\expndtw-12  \expnd0\expndtw0 In\expnd-2\expndtw-12  \expnd0\expndtw0 K. Rudestam & J. Schoenholtz-Read (Eds.), \f5\i1 Handbook of online learning: Innovations in higher education and corporate training \f0\i0 (pp. 125-148). Thousand Oaks, CA: Sage.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl247\slmult1\sb3\f0\fs19\b0\expnd0\expndtw0\charscalex105 Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.),\expnd-2\expndtw-12  \f5\i1\expnd0\expndtw0 Theory\expnd-2\expndtw-12  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 practice\expnd-2\expndtw-11  \expnd0\expndtw0 of\expnd-2\expndtw-12  \expnd0\expndtw0 online\expnd-2\expndtw-12  \expnd0\expndtw0 learning\expnd-2\expndtw-8  \f0\i0\expnd0\expndtw0 (pp.\expnd-2\expndtw-12  \expnd0\expndtw0 3-31).\expnd-2\expndtw-12  \expnd0\expndtw0 Athabasca,\expnd-2\expndtw-11  \expnd0\expndtw0 Canada:\expnd-2\expndtw-12  \expnd0\expndtw0 Athabasca\expnd-2\expndtw-12  \expnd0\expndtw-2 University.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\sl252\slmult1\sb5\f0\fs19\b0\expnd0\expndtw0\charscalex105 Anderson,\expnd-2\expndtw-9  \expnd0\expndtw0 R.\expnd-2\expndtw-9  \expnd0\expndtw0 S.,\expnd-2\expndtw-9  \expnd0\expndtw0 Bauer,\expnd-2\expndtw-9  \expnd0\expndtw0 J.\expnd-2\expndtw-9  \expnd0\expndtw0 F.,\expnd-2\expndtw-9  \expnd0\expndtw0 &\expnd-2\expndtw-9  \expnd0\expndtw0 Speck,\expnd-2\expndtw-9  \expnd0\expndtw0 B.\expnd-2\expndtw-9  \expnd0\expndtw0 W.\expnd-2\expndtw-9  \expnd0\expndtw0 (Eds.).\expnd-2\expndtw-9  \expnd0\expndtw0 (2002).\expnd-2\expndtw-9  \f5\i1\expnd0\expndtw0 Assessment\expnd-2\expndtw-9  \expnd0\expndtw0 strategies\expnd-2\expndtw-9  \expnd0\expndtw0 for\expnd-2\expndtw-9  \expnd0\expndtw0 the\expnd-2\expndtw-9  \expnd0\expndtw0 on-line\expnd-2\expndtw-9  \expnd0\expndtw0 class: From theory to practice\f0\i0 . San Francisco: Jossey-Bass.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl252\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Beaubien,\expnd-2\expndtw-10  \expnd0\expndtw0 J.\expnd-2\expndtw-10  \expnd0\expndtw0 (2002).\expnd-2\expndtw-10  \expnd0\expndtw0 Harnessing\expnd-2\expndtw-10  \expnd0\expndtw0 the\expnd-2\expndtw-10  \expnd0\expndtw0 power\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 complexity\expnd-2\expndtw-10  \expnd0\expndtw0 in\expnd-2\expndtw-10  \expnd0\expndtw0 an\expnd-2\expndtw-10  \expnd0\expndtw0 online\expnd-2\expndtw-10  \expnd0\expndtw0 learning\expnd-2\expndtw-10  \expnd0\expndtw0 environment.\expnd-2\expndtw-10  \expnd0\expndtw0 In\expnd-2\expndtw-10  \expnd0\expndtw0 K.\expnd-2\expndtw-10  \expnd0\expndtw0 E. Rudestam & J. Schoenholtz-Read (Eds.), \f5\i1 Handbook of online learning: Innovations in higher education and corporate training \f0\i0 (pp. 221-236). Thousand Oaks, CA: Sage Publications.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\sl252\slmult1\sb3\f0\fs19\b0\expnd0\expndtw0\charscalex105 Bender,\expnd-3\expndtw-13  \expnd0\expndtw0 T.\expnd-2\expndtw-12  \expnd0\expndtw0 (2003).\expnd-3\expndtw-13  \f5\i1\expnd0\expndtw0 Discussion-based\expnd-2\expndtw-12  \expnd0\expndtw0 online\expnd-3\expndtw-13  \expnd0\expndtw0 teaching\expnd-2\expndtw-12  \expnd0\expndtw0 to\expnd-3\expndtw-13  \expnd0\expndtw0 enhance\expnd-2\expndtw-12  \expnd0\expndtw0 student\expnd-3\expndtw-13  \expnd0\expndtw0 learning:\expnd-2\expndtw-12  \expnd0\expndtw0 Theory,\expnd-3\expndtw-13  \expnd0\expndtw0 practice,\expnd-2\expndtw-12  \expnd0\expndtw0 and assessment\f0\i0 . Sterling, Va: Stylus Pub.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\sl252\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Brabazon,\expnd-2\expndtw-11  \expnd0\expndtw0 T.\expnd-2\expndtw-11  \expnd0\expndtw0 (2002).\expnd-2\expndtw-11  \f5\i1\expnd0\expndtw0 Digital\expnd-2\expndtw-11  \expnd0\expndtw0 hemlock\expnd-2\expndtw-11  \expnd0\expndtw0 :\expnd-2\expndtw-11  \expnd0\expndtw0 Internet\expnd-2\expndtw-11  \expnd0\expndtw0 education\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw0 the\expnd-2\expndtw-11  \expnd0\expndtw0 poisoning\expnd-2\expndtw-11  \expnd0\expndtw0 of\expnd-2\expndtw-11  \expnd0\expndtw0 teaching\f0\i0 .\expnd-2\expndtw-11  \expnd0\expndtw0 Sydney:\expnd-2\expndtw-11  \expnd0\expndtw0 UNSW \expnd0\expndtw-2 Press.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Brook,\expnd-2\expndtw-12  \expnd0\expndtw0 C.,\expnd-2\expndtw-11  \expnd0\expndtw0 &\expnd-2\expndtw-11  \expnd0\expndtw0 Oliver,\expnd-2\expndtw-11  \expnd0\expndtw0 R.\expnd-2\expndtw-12  \expnd0\expndtw0 (2003).\expnd-2\expndtw-11  \expnd0\expndtw0 Online\expnd-2\expndtw-11  \expnd0\expndtw0 learning\expnd-2\expndtw-11  \expnd0\expndtw0 communities:\expnd-2\expndtw-11  \expnd0\expndtw0 Investigating\expnd-2\expndtw-12  \expnd0\expndtw0 a\expnd-2\expndtw-11  \expnd0\expndtw0 design\expnd-2\expndtw-11  \expnd0\expndtw-2 framework.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\sl252\slmult1\sb8\f5\fs19\b0\i1\expnd0\expndtw-2\charscalex105 Australian Journal of Educational Technology, 19\f0\i0 (2), 139-160. {\field {\fldinst { HYPERLINK "http://www.ascilite.org.au/ajet/ajet19/brook.html" }}{\fldrslt http://www.ascilite.org.au/ajet/ajet19/brook.html}}
\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl252\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Clark,\expnd-2\expndtw-12  \expnd0\expndtw0 D.\expnd-2\expndtw-12  \expnd0\expndtw0 (2002).\expnd-2\expndtw-12  \expnd0\expndtw0 Book\expnd-2\expndtw-12  \expnd0\expndtw0 review:\expnd-2\expndtw-12  \expnd0\expndtw0 Building\expnd-2\expndtw-12  \expnd0\expndtw0 learning\expnd-2\expndtw-12  \expnd0\expndtw0 communities\expnd-2\expndtw-12  \expnd0\expndtw0 in\expnd-2\expndtw-12  \expnd0\expndtw0 cyberspace.\expnd-2\expndtw-12  \expnd0\expndtw0 Retrieved\expnd-2\expndtw-12  \expnd0\expndtw0 22\expnd-2\expndtw-12  \expnd0\expndtw0 April,\expnd-2\expndtw-12  \expnd0\expndtw0 2008, from {\field {\fldinst { HYPERLINK "http://www.epic.co.uk/content/resources/book_reviews/learning_comms.htm" }}{\fldrslt http://www.epic.co.uk/content/resources/book_reviews/learning_comms.htm}}
\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl252\slmult1\sb1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Clark,\expnd-2\expndtw-12  \expnd0\expndtw0 R.\expnd-2\expndtw-12  \expnd0\expndtw0 E.\expnd-2\expndtw-12  \expnd0\expndtw0 (1983).\expnd-2\expndtw-12  \expnd0\expndtw0 Reconsidering\expnd-2\expndtw-12  \expnd0\expndtw0 research\expnd-2\expndtw-12  \expnd0\expndtw0 on\expnd-2\expndtw-12  \expnd0\expndtw0 learning\expnd-2\expndtw-12  \expnd0\expndtw0 from\expnd-2\expndtw-12  \expnd0\expndtw0 media.\expnd-2\expndtw-12  \f5\i1\expnd0\expndtw0 Review\expnd-2\expndtw-12  \expnd0\expndtw0 of\expnd-2\expndtw-12  \expnd0\expndtw0 Educational\expnd-2\expndtw-12  \expnd0\expndtw0 Research, 53\f0\i0 (4), 445-459.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri335\sl252\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Cluett,\expnd-1\expndtw-5  \expnd0\expndtw0 L.,\expnd-1\expndtw-5  \expnd0\expndtw0 &\expnd-1\expndtw-5  \expnd0\expndtw0 Skene,\expnd-1\expndtw-5  \expnd0\expndtw0 J.\expnd-1\expndtw-5  \expnd0\expndtw0 (2007).\expnd-1\expndtw-5  \expnd0\expndtw0 A\expnd-1\expndtw-5  \expnd0\expndtw0 new(er)\expnd-1\expndtw-5  \expnd0\expndtw0 dimension\expnd-1\expndtw-5  \expnd0\expndtw0 to\expnd-1\expndtw-5  \expnd0\expndtw0 online\expnd-1\expndtw-5  \expnd0\expndtw0 learning\expnd-1\expndtw-5  \expnd0\expndtw0 communities:\expnd-1\expndtw-5  \expnd0\expndtw0 Using\expnd-1\expndtw-5  \expnd0\expndtw0 web\expnd-1\expndtw-5  \expnd0\expndtw0 tools\expnd-1\expndtw-5  \expnd0\expndtw0 to engage\expnd-3\expndtw-13  \expnd0\expndtw0 students.\expnd-2\expndtw-12  \expnd0\expndtw0 In\expnd-3\expndtw-13  \f5\i1\expnd0\expndtw0 Student\expnd-2\expndtw-12  \expnd0\expndtw0 Engagement:\expnd-3\expndtw-13  \expnd0\expndtw0 Proceedings\expnd-2\expndtw-12  \expnd0\expndtw0 of\expnd-3\expndtw-13  \expnd0\expndtw0 the\expnd-2\expndtw-12  \expnd0\expndtw0 16th\expnd-2\expndtw-12  \expnd0\expndtw0 Annual\expnd-3\expndtw-13  \expnd0\expndtw0 Teaching\expnd-2\expndtw-12  \expnd0\expndtw0 Learning\expnd-3\expndtw-13  \expnd0\expndtw0 Forum, 30-31 January 2007\f0\i0 . Perth: The University of Western Australia. {\field {\fldinst { HYPERLINK "http://lsn.curtin.edu.au/tlf/tlf2007/refereed/cluett.html" }}{\fldrslt \expnd0\expndtw-2 http://lsn.curtin.edu.au/tlf/tlf2007/refereed/cluett.html}}
\expnd0\expndtw-2 \par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl252\slmult1\sb4\f0\fs19\b0\expnd0\expndtw0\charscalex105 Conrad,\expnd-3\expndtw-13  \expnd0\expndtw0 D.\expnd-2\expndtw-12  \expnd0\expndtw0 (2005).\expnd-3\expndtw-13  \expnd0\expndtw0 Building\expnd-2\expndtw-12  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 maintaining\expnd-3\expndtw-13  \expnd0\expndtw0 community\expnd-2\expndtw-12  \expnd0\expndtw0 in\expnd-3\expndtw-13  \expnd0\expndtw0 cohort-based\expnd-2\expndtw-12  \expnd0\expndtw0 online\expnd-2\expndtw-12  \expnd0\expndtw0 learning.\expnd-3\expndtw-13  \f5\i1\expnd0\expndtw0 Journal\expnd-2\expndtw-12  \expnd0\expndtw0 of Distance Education, 20\f0\i0 (1), 1-20.\par\sect\sectd\sbkpage\headery0\footery787\margtsxn1060\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\sb78\f0\fs19\b0\expnd0\expndtw0\charscalex105 Crook,\expnd-2\expndtw-12  \expnd0\expndtw0 C.\expnd-2\expndtw-12  \expnd0\expndtw0 (2007).\expnd-2\expndtw-11  \expnd0\expndtw0 Learning\expnd-2\expndtw-12  \expnd0\expndtw0 science\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 learning\expnd-2\expndtw-11  \expnd0\expndtw0 technology:\expnd-2\expndtw-12  \expnd0\expndtw0 Finding\expnd-2\expndtw-11  \expnd0\expndtw0 a\expnd-2\expndtw-12  \expnd0\expndtw0 place\expnd-2\expndtw-11  \expnd0\expndtw0 for\expnd-2\expndtw-12  \expnd0\expndtw0 cultural\expnd-2\expndtw-11  \expnd0\expndtw0 psychology.\expnd-2\expndtw-12  \expnd-1\expndtw-5 In\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\sl240\slmult1\sb11\f5\fs19\b0\i1\expnd0\expndtw0\charscalex100 Learning\expnd4\expndtw20  \expnd0\expndtw0 through\expnd4\expndtw21  \expnd0\expndtw0 digital\expnd4\expndtw21  \expnd0\expndtw0 technologies\f0\i0 .\expnd4\expndtw20  \expnd0\expndtw0 Leister:\expnd4\expndtw21  \expnd0\expndtw0 British\expnd4\expndtw21  \expnd0\expndtw0 Psychological\expnd4\expndtw20  \expnd0\expndtw-2 Society.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri457\sl252\slmult1\sb12\f0\fs19\b0\expnd0\expndtw0\charscalex105 Fetherston,\expnd-2\expndtw-12  \expnd0\expndtw0 T.\expnd-2\expndtw-12  \expnd0\expndtw0 (2008).\expnd-2\expndtw-12  \expnd0\expndtw0 Visual\expnd-2\expndtw-12  \expnd0\expndtw0 culture\expnd-2\expndtw-12  \expnd0\expndtw0 in\expnd-2\expndtw-12  \expnd0\expndtw0 the\expnd-2\expndtw-12  \expnd0\expndtw0 classroom.\expnd-2\expndtw-12  \f5\i1\expnd0\expndtw0 Australian\expnd-2\expndtw-12  \expnd0\expndtw0 Journal\expnd-2\expndtw-12  \expnd0\expndtw0 of\expnd-2\expndtw-12  \expnd0\expndtw0 Teacher\expnd-2\expndtw-12  \expnd0\expndtw0 Education,\expnd-2\expndtw-12  \expnd0\expndtw0 33\f0\i0 (3), \expnd0\expndtw-2 17-30.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl252\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Fontaine,\expnd-2\expndtw-11  \expnd0\expndtw0 G.\expnd-2\expndtw-11  \expnd0\expndtw0 (2002).\expnd-2\expndtw-11  \expnd0\expndtw0 Presence\expnd-2\expndtw-11  \expnd0\expndtw0 in\expnd-2\expndtw-11  \expnd0\expndtw0 "Teleland".\expnd-2\expndtw-11  \expnd0\expndtw0 In\expnd-2\expndtw-11  \expnd0\expndtw0 K.\expnd-2\expndtw-11  \expnd0\expndtw0 E.\expnd-2\expndtw-11  \expnd0\expndtw0 Rudestam\expnd-2\expndtw-11  \expnd0\expndtw0 &\expnd-2\expndtw-11  \expnd0\expndtw0 J.\expnd-2\expndtw-11  \expnd0\expndtw0 Schoenholtz-Read\expnd-2\expndtw-11  \expnd0\expndtw0 (Eds.),\expnd-2\expndtw-11  \f5\i1\expnd0\expndtw0 Handbook of online learning: Innovations in higher education and corporate training \f0\i0 (pp. 29-52). 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Critical inquiry in a text-based environment: Computer\expnd-3\expndtw-13  \expnd0\expndtw0 conferencing\expnd-2\expndtw-12  \expnd0\expndtw0 in\expnd-3\expndtw-13  \expnd0\expndtw0 higher\expnd-2\expndtw-12  \expnd0\expndtw0 education.\expnd-3\expndtw-13  \f5\i1\expnd0\expndtw0 The\expnd-2\expndtw-12  \expnd0\expndtw0 Internet\expnd-3\expndtw-13  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 Higher\expnd-3\expndtw-13  \expnd0\expndtw0 Education,\expnd-2\expndtw-12  \expnd0\expndtw0 2\f0\i0 (2-3),\expnd-3\expndtw-13  \expnd0\expndtw0 87-105.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Goldberger,\expnd-2\expndtw-10  \expnd0\expndtw0 P.\expnd-2\expndtw-10  \expnd0\expndtw0 (2003).\expnd-2\expndtw-10  \expnd0\expndtw0 Disconnected\expnd-2\expndtw-10  \expnd0\expndtw0 urbanism:\expnd-2\expndtw-10  \expnd0\expndtw0 The\expnd-2\expndtw-10  \expnd0\expndtw0 cell\expnd-2\expndtw-10  \expnd0\expndtw0 phone\expnd-2\expndtw-10  \expnd0\expndtw0 has\expnd-2\expndtw-10  \expnd0\expndtw0 changed\expnd-2\expndtw-10  \expnd0\expndtw0 our\expnd-2\expndtw-10  \expnd0\expndtw0 sense\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 place\expnd-2\expndtw-10  \expnd0\expndtw0 more\expnd-2\expndtw-10  \expnd0\expndtw0 than faxes, computers, and e-mail. \f5\i1 Metafilter: Community Weblog \f0\i0 Retrieved 21 April, 2008, from {\field {\fldinst { HYPERLINK "http://www.metropolismag.com/html/content_1103/obj/index.html" }}{\fldrslt \expnd0\expndtw-2 http://www.metropolismag.com/html/content_1103/obj/index.html}}
\expnd0\expndtw-2 \par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Goodfellow,\expnd-2\expndtw-11  \expnd0\expndtw0 R.,\expnd-2\expndtw-10  \expnd0\expndtw0 &\expnd-2\expndtw-11  \expnd0\expndtw0 Lea,\expnd-2\expndtw-10  \expnd0\expndtw0 M.\expnd-2\expndtw-11  \expnd0\expndtw0 R.\expnd-2\expndtw-10  \expnd0\expndtw0 (2007).\expnd-2\expndtw-10  \f5\i1\expnd0\expndtw0 Challenging\expnd-2\expndtw-11  \expnd0\expndtw0 e-learning\expnd-2\expndtw-10  \expnd0\expndtw0 in\expnd-2\expndtw-11  \expnd0\expndtw0 the\expnd-2\expndtw-10  \expnd0\expndtw0 university\expnd-2\expndtw-10  \expnd0\expndtw0 :\expnd-2\expndtw-11  \expnd0\expndtw0 a\expnd-2\expndtw-10  \expnd0\expndtw0 literacies\expnd-2\expndtw-11  \expnd0\expndtw-2 perspective\f0\i0 .\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\sl240\slmult1\sb12\f0\fs19\b0\expnd0\expndtw0\charscalex100 Maidenhead,\expnd4\expndtw22  \expnd0\expndtw0 England:\expnd5\expndtw23  \expnd0\expndtw0 Open\expnd4\expndtw22  \expnd0\expndtw0 University\expnd5\expndtw23  \expnd0\expndtw-2 Press.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri678\sl252\slmult1\sb12\f0\fs19\b0\expnd0\expndtw0\charscalex105 Hamilton,\expnd-2\expndtw-11  \expnd0\expndtw0 S.,\expnd-2\expndtw-11  \expnd0\expndtw0 &\expnd-2\expndtw-11  \expnd0\expndtw0 Zimmerman,\expnd-2\expndtw-11  \expnd0\expndtw0 J.\expnd-2\expndtw-11  \expnd0\expndtw0 (2002).\expnd-2\expndtw-11  \expnd0\expndtw0 Breaking\expnd-2\expndtw-11  \expnd0\expndtw0 through\expnd-2\expndtw-11  \expnd0\expndtw0 zero-sum\expnd-2\expndtw-11  \expnd0\expndtw0 academics.\expnd-2\expndtw-11  \expnd0\expndtw0 In\expnd-2\expndtw-11  \expnd0\expndtw0 K.\expnd-2\expndtw-11  \expnd0\expndtw0 Rudestam\expnd-2\expndtw-11  \expnd0\expndtw0 &\expnd-2\expndtw-11  \expnd0\expndtw0 J. Schoenholtz-Read (Eds.), \f5\i1 Handbook of online learning: Innovations in higher education and corporate training \f0\i0 (pp. 257-276). Thousand Oaks: Sage Publications.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl252\slmult1\sb3\f0\fs19\b0\expnd0\expndtw0\charscalex105 Harris,\expnd-2\expndtw-12  \expnd0\expndtw0 L.\expnd-2\expndtw-12  \expnd0\expndtw0 (2004).\expnd-2\expndtw-12  \f5\i1\expnd0\expndtw0 Creating\expnd-2\expndtw-12  \expnd0\expndtw0 somewhere\expnd-2\expndtw-12  \expnd0\expndtw0 to\expnd-2\expndtw-12  \expnd0\expndtw0 \'91hangout\'92:\expnd-2\expndtw-12  \expnd0\expndtw0 Transforming\expnd-2\expndtw-12  \expnd0\expndtw0 online\expnd-2\expndtw-12  \expnd0\expndtw0 courses\expnd-2\expndtw-12  \expnd0\expndtw0 into\expnd-2\expndtw-12  \expnd0\expndtw0 social\expnd-2\expndtw-12  \expnd0\expndtw0 places\expnd-2\expndtw-12  \expnd0\expndtw0 of learning. \f0\i0 Paper presented at the Scholarship of Teaching & Learning Seminar Series, RMIT \expnd0\expndtw-2 University.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\sl247\slmult1\sb3\f0\fs19\b0\expnd0\expndtw0\charscalex105 Herrington,\expnd-2\expndtw-10  \expnd0\expndtw0 J.,\expnd-2\expndtw-10  \expnd0\expndtw0 Oliver,\expnd-2\expndtw-10  \expnd0\expndtw0 R.,\expnd-2\expndtw-10  \expnd0\expndtw0 &\expnd-2\expndtw-10  \expnd0\expndtw0 Herrington,\expnd-2\expndtw-10  \expnd0\expndtw0 T.\expnd-2\expndtw-10  \expnd0\expndtw0 (2007).\expnd-2\expndtw-10  \expnd0\expndtw0 Authentic\expnd-2\expndtw-10  \expnd0\expndtw0 learning\expnd-2\expndtw-10  \expnd0\expndtw0 on\expnd-2\expndtw-10  \expnd0\expndtw0 the\expnd-2\expndtw-10  \expnd0\expndtw0 web:\expnd-2\expndtw-10  \expnd0\expndtw0 Guidelines\expnd-2\expndtw-10  \expnd0\expndtw0 for\expnd-2\expndtw-10  \expnd0\expndtw0 course design. Faculty of Education Papers: University of Wollongong.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\sl252\slmult1\sb6\f0\fs19\b0\expnd0\expndtw0\charscalex105 Herrington,\expnd-2\expndtw-10  \expnd0\expndtw0 J.,\expnd-2\expndtw-10  \expnd0\expndtw0 Oliver,\expnd-2\expndtw-10  \expnd0\expndtw0 R.,\expnd-2\expndtw-10  \expnd0\expndtw0 &\expnd-2\expndtw-10  \expnd0\expndtw0 Reeves,\expnd-2\expndtw-10  \expnd0\expndtw0 T.\expnd-2\expndtw-10  \expnd0\expndtw0 C.\expnd-2\expndtw-10  \expnd0\expndtw0 (2002).\expnd-2\expndtw-10  \expnd0\expndtw0 Patterns\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 engagement\expnd-2\expndtw-10  \expnd0\expndtw0 in\expnd-2\expndtw-10  \expnd0\expndtw0 authentic\expnd-2\expndtw-10  \expnd0\expndtw0 online\expnd-2\expndtw-10  \expnd0\expndtw0 learning environments\f5\i1 . \f0\i0 In \f5\i1 Winds of change in the sea of learning: Proceedings ascilite Auckland 2002\f0\i0 . {\field {\fldinst { HYPERLINK "http://www.ascilite.org.au/conferences/auckland02/proceedings/papers/085.pdf" }}{\fldrslt \expnd0\expndtw-2 http://www.ascilite.org.au/conferences/auckland02/proceedings/papers/085.pdf}}
\expnd0\expndtw-2 \par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri774\sl252\slmult1\sb3\f0\fs19\b0\expnd0\expndtw0\charscalex105 Horton,\expnd-3\expndtw-13  \expnd0\expndtw0 W.\expnd-2\expndtw-12  \expnd0\expndtw0 (2001).\expnd-3\expndtw-13  \f5\i1\expnd0\expndtw0 Leading\expnd-2\expndtw-12  \expnd0\expndtw0 e-learning\f0\i0 .\expnd-3\expndtw-13  \expnd0\expndtw0 Alexandria,\expnd-2\expndtw-12  \expnd0\expndtw0 DA:\expnd-3\expndtw-13  \expnd0\expndtw0 American\expnd-2\expndtw-12  \expnd0\expndtw0 Society\expnd-3\expndtw-13  \expnd0\expndtw0 for\expnd-2\expndtw-12  \expnd0\expndtw0 Training\expnd-3\expndtw-13  \expnd0\expndtw0 and \expnd0\expndtw-2 Development.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\sl252\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Hron,\expnd-2\expndtw-11  \expnd0\expndtw0 A.,\expnd-2\expndtw-11  \expnd0\expndtw0 &\expnd-2\expndtw-11  \expnd0\expndtw0 Friedrich,\expnd-2\expndtw-11  \expnd0\expndtw0 H.\expnd-2\expndtw-11  \expnd0\expndtw0 F.\expnd-2\expndtw-11  \expnd0\expndtw0 (2003).\expnd-2\expndtw-11  \expnd0\expndtw0 A\expnd-2\expndtw-11  \expnd0\expndtw0 review\expnd-2\expndtw-11  \expnd0\expndtw0 of\expnd-2\expndtw-11  \expnd0\expndtw0 web-based\expnd-2\expndtw-11  \expnd0\expndtw0 collaborative\expnd-2\expndtw-11  \expnd0\expndtw0 learning:\expnd-2\expndtw-11  \expnd0\expndtw0 Factors\expnd-2\expndtw-11  \expnd0\expndtw0 beyond technology. \f5\i1 Journal of Computer Assisted Learning, 19\f0\i0 (1), 70-79.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl252\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Hudson,\expnd-2\expndtw-10  \expnd0\expndtw0 B.\expnd-2\expndtw-10  \expnd0\expndtw0 (2002).\expnd-2\expndtw-10  \expnd0\expndtw0 The\expnd-2\expndtw-10  \expnd0\expndtw0 jungle\expnd-2\expndtw-10  \expnd0\expndtw0 syndrome:\expnd-2\expndtw-10  \expnd0\expndtw0 Some\expnd-2\expndtw-10  \expnd0\expndtw0 perils\expnd-2\expndtw-10  \expnd0\expndtw0 and\expnd-2\expndtw-10  \expnd0\expndtw0 pleasures\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 learning\expnd-2\expndtw-10  \expnd0\expndtw0 without\expnd-2\expndtw-10  \expnd0\expndtw0 walls.\expnd-2\expndtw-10  \expnd0\expndtw0 In\expnd-2\expndtw-10  \expnd0\expndtw0 E. 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Thousand Oaks, CA: Sage.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Jacobson,\expnd-2\expndtw-11  \expnd0\expndtw0 R.\expnd-2\expndtw-11  \expnd0\expndtw0 (1993).\expnd-2\expndtw-11  \expnd0\expndtw0 Sailing\expnd-2\expndtw-11  \expnd0\expndtw0 through\expnd-2\expndtw-11  \expnd0\expndtw0 cyberspace:\expnd-2\expndtw-11  \expnd0\expndtw0 Counting\expnd-2\expndtw-11  \expnd0\expndtw0 the\expnd-2\expndtw-11  \expnd0\expndtw0 stars\expnd-2\expndtw-11  \expnd0\expndtw0 in\expnd-2\expndtw-11  \expnd0\expndtw0 passing.\expnd-2\expndtw-11  \expnd0\expndtw0 In\expnd-2\expndtw-11  \expnd0\expndtw0 L.\expnd-2\expndtw-11  \expnd0\expndtw0 Harasim\expnd-2\expndtw-11  \expnd0\expndtw0 (Ed.), \f5\i1 Global networks: computers and international communication \f0\i0 (pp. 327\'96341). Massechussetts Massechussetts Institute of Technology.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri1126\qj\sl252\slmult1\sb1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Jonassen,\expnd-3\expndtw-13  \expnd0\expndtw0 D.\expnd-2\expndtw-12  \expnd0\expndtw0 (1999).\expnd-3\expndtw-13  \expnd0\expndtw0 Designing\expnd-2\expndtw-12  \expnd0\expndtw0 constructivist\expnd-3\expndtw-13  \expnd0\expndtw0 learning\expnd-2\expndtw-12  \expnd0\expndtw0 environments.\expnd-3\expndtw-13  \expnd0\expndtw0 In\expnd-2\expndtw-12  \expnd0\expndtw0 C.\expnd-3\expndtw-13  \expnd0\expndtw0 M.\expnd-2\expndtw-12  \expnd0\expndtw0 Reigeluth\expnd-3\expndtw-13  \expnd0\expndtw0 (Ed.), \f5\i1 Instructional\expnd-2\expndtw-11  \expnd0\expndtw0 theories\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw0 models\expnd-2\expndtw-11  \f0\i0\expnd0\expndtw0 (2nd\expnd-2\expndtw-11  \expnd0\expndtw0 ed.,\expnd-2\expndtw-11  \expnd0\expndtw0 pp.\expnd-2\expndtw-11  \expnd0\expndtw0 215-239).\expnd-2\expndtw-11  \expnd0\expndtw0 Mahwah,\expnd-2\expndtw-11  \expnd0\expndtw0 NJ:\expnd-2\expndtw-11  \expnd0\expndtw0 Lawrence\expnd-2\expndtw-11  \expnd0\expndtw0 Erlbaum \expnd0\expndtw-2 Associates.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri416\qj\sl252\slmult1\sb3\f0\fs19\b0\expnd0\expndtw0\charscalex105 Keough,\expnd-2\expndtw-10  \expnd0\expndtw0 M.\expnd-2\expndtw-10  \expnd0\expndtw0 (2005).\expnd-2\expndtw-10  \f5\i1\expnd0\expndtw0 Relationships\expnd-2\expndtw-10  \expnd0\expndtw0 not\expnd-2\expndtw-10  \expnd0\expndtw0 technology\expnd-2\expndtw-10  \expnd0\expndtw0 are\expnd-2\expndtw-10  \expnd0\expndtw0 the\expnd-2\expndtw-10  \expnd0\expndtw0 keys\expnd-2\expndtw-10  \expnd0\expndtw0 to\expnd-2\expndtw-10  \expnd0\expndtw0 online\expnd-2\expndtw-10  \expnd0\expndtw0 learning.\expnd-2\expndtw-10  \f0\i0\expnd0\expndtw0 Paper\expnd-2\expndtw-10  \expnd0\expndtw0 presented\expnd-2\expndtw-10  \expnd0\expndtw0 at\expnd-2\expndtw-10  \expnd0\expndtw0 the 17th\expnd-2\expndtw-10  \expnd0\expndtw0 Biennial\expnd-2\expndtw-10  \expnd0\expndtw0 Conference\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 the\expnd-2\expndtw-10  \expnd0\expndtw0 Open\expnd-2\expndtw-10  \expnd0\expndtw0 and\expnd-2\expndtw-10  \expnd0\expndtw0 Distance\expnd-2\expndtw-10  \expnd0\expndtw0 Learning\expnd-2\expndtw-10  \expnd0\expndtw0 Association\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 Australia\expnd-2\expndtw-10  \expnd0\expndtw0 Charles\expnd-2\expndtw-10  \expnd0\expndtw0 Sturt University, Adelaide, South Australia.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl252\slmult1\sb3\f0\fs19\b0\expnd0\expndtw0\charscalex105 Kerns, B., Elhouar, S., Sterling, M. J., Grant, J. M., McGowan, M., Rubash, A., et al. (2005). Ten principles\expnd-2\expndtw-12  \expnd0\expndtw0 of\expnd-2\expndtw-12  \expnd0\expndtw0 effective\expnd-2\expndtw-12  \expnd0\expndtw0 teaching\expnd-2\expndtw-12  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 practical\expnd-2\expndtw-12  \expnd0\expndtw0 examples\expnd-2\expndtw-12  \expnd0\expndtw0 for\expnd-2\expndtw-12  \expnd0\expndtw0 the\expnd-2\expndtw-12  \expnd0\expndtw0 classroom\expnd-2\expndtw-12  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 Blackboard.\expnd-2\expndtw-12  \expnd0\expndtw0 Retrieved\expnd-2\expndtw-12  \expnd0\expndtw0 6 July, 2008, from {\field {\fldinst { HYPERLINK "http://blackboard.bradley.edu/faculty/Recommended_Ef_Use_BB/RecommendedEffUseOfBb.pdf" }}{\fldrslt \expnd0\expndtw-2 http://blackboard.bradley.edu/faculty/Recommended_Ef_Use_BB/RecommendedEffUseOfBb.pdf}}
\expnd0\expndtw-2 \par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Kirkup,\expnd-2\expndtw-10  \expnd0\expndtw0 G.\expnd-2\expndtw-10  \expnd0\expndtw0 (2001).\expnd-2\expndtw-10  \expnd0\expndtw0 Teacher\expnd-2\expndtw-10  \expnd0\expndtw0 or\expnd-2\expndtw-10  \expnd0\expndtw0 avatar?\expnd-2\expndtw-10  \expnd0\expndtw0 Identity\expnd-2\expndtw-10  \expnd0\expndtw0 issues\expnd-2\expndtw-10  \expnd0\expndtw0 in\expnd-2\expndtw-10  \expnd0\expndtw0 computer-mediated\expnd-2\expndtw-10  \expnd0\expndtw0 contexts.\expnd-2\expndtw-10  \expnd0\expndtw0 In\expnd-2\expndtw-10  \expnd0\expndtw0 E.\expnd-2\expndtw-10  \expnd0\expndtw0 J.\expnd-2\expndtw-10  \expnd0\expndtw0 Burge\expnd-2\expndtw-10  \expnd0\expndtw0 &\expnd-2\expndtw-10  \expnd0\expndtw0 M. Haughey (Eds.), \f5\i1 Using learning technologies: International perspectives on practice \f0\i0 (pp. 72-81).\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\sl240\slmult1\sb1\f0\fs19\b0\expnd0\expndtw0\charscalex105 London,\expnd-2\expndtw-12  \expnd0\expndtw0 New\expnd-2\expndtw-12  \expnd0\expndtw0 York:\expnd-2\expndtw-11  \expnd0\expndtw-2 RoutledgeFalmer.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\sb12\f0\fs19\b0\expnd0\expndtw0\charscalex105 Ko,\expnd-2\expndtw-10  \expnd0\expndtw0 S.,\expnd-2\expndtw-10  \expnd0\expndtw0 &\expnd-2\expndtw-10  \expnd0\expndtw0 Rossen,\expnd-2\expndtw-10  \expnd0\expndtw0 S.\expnd-2\expndtw-10  \expnd0\expndtw0 (2004).\expnd-2\expndtw-10  \f5\i1\expnd0\expndtw0 Teaching\expnd-2\expndtw-10  \expnd0\expndtw0 online:\expnd-2\expndtw-10  \expnd0\expndtw0 A\expnd-2\expndtw-10  \expnd0\expndtw0 practical\expnd-2\expndtw-10  \expnd0\expndtw0 guide\expnd-2\expndtw-10  \f0\i0\expnd0\expndtw0 (2nd\expnd-2\expndtw-10  \expnd0\expndtw0 ed.).\expnd-2\expndtw-10  \expnd0\expndtw0 Boston:\expnd-2\expndtw-10  \expnd0\expndtw0 Houghton\expnd-2\expndtw-10  \expnd0\expndtw-2 Mifflin.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl252\slmult1\sb12\f0\fs19\b0\expnd0\expndtw0\charscalex105 Lorion,\expnd-2\expndtw-10  \expnd0\expndtw0 R.\expnd-2\expndtw-10  \expnd0\expndtw0 P.,\expnd-2\expndtw-10  \expnd0\expndtw0 &\expnd-2\expndtw-10  \expnd0\expndtw0 Newbrough,\expnd-2\expndtw-10  \expnd0\expndtw0 J.\expnd-2\expndtw-10  \expnd0\expndtw0 R.\expnd-2\expndtw-10  \expnd0\expndtw0 (1996).\expnd-2\expndtw-10  \expnd0\expndtw0 Psychological\expnd-2\expndtw-10  \expnd0\expndtw0 sense\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 community:\expnd-2\expndtw-10  \expnd0\expndtw0 The\expnd-2\expndtw-10  \expnd0\expndtw0 pursuit\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 a\expnd-2\expndtw-10  \expnd0\expndtw0 field's spirit. \f5\i1 Journal of Community Psychology, 24\f0\i0 (4), 311-314.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri286\sl252\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Marrett, C., & Harvey, C. (2001). Getting the systems right: Experiences at the University of the West Indies.\expnd-2\expndtw-12  \expnd0\expndtw0 In\expnd-2\expndtw-12  \expnd0\expndtw0 E.\expnd-2\expndtw-12  \expnd0\expndtw0 J.\expnd-2\expndtw-12  \expnd0\expndtw0 Burge\expnd-2\expndtw-12  \expnd0\expndtw0 &\expnd-2\expndtw-12  \expnd0\expndtw0 M.\expnd-2\expndtw-12  \expnd0\expndtw0 Haughey\expnd-2\expndtw-12  \expnd0\expndtw0 (Eds.),\expnd-2\expndtw-12  \f5\i1\expnd0\expndtw0 Using\expnd-2\expndtw-12  \expnd0\expndtw0 learning\expnd-2\expndtw-12  \expnd0\expndtw0 technologies:\expnd-2\expndtw-12  \expnd0\expndtw0 International\expnd-2\expndtw-12  \expnd0\expndtw0 perspectives on practice \f0\i0 (pp. 38-74). London, New York: RoutledgeFalmer.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl247\slmult1\sb3\f0\fs19\b0\expnd0\expndtw0\charscalex105 McConnell,\expnd-3\expndtw-13  \expnd0\expndtw0 D.\expnd-2\expndtw-12  \expnd0\expndtw0 (2006).\expnd-3\expndtw-13  \f5\i1\expnd0\expndtw0 E-learning\expnd-2\expndtw-12  \expnd0\expndtw0 groups\expnd-3\expndtw-13  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 communities\f0\i0 .\expnd-3\expndtw-13  \expnd0\expndtw0 Maidenhead,\expnd-2\expndtw-12  \expnd0\expndtw0 England:\expnd-3\expndtw-13  \expnd0\expndtw0 The\expnd-2\expndtw-12  \expnd0\expndtw0 Society\expnd-3\expndtw-13  \expnd0\expndtw0 for Research into Higher Education and Open University Press.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\sl252\slmult1\sb6\f0\fs19\b0\expnd0\expndtw0\charscalex105 McVay\expnd-2\expndtw-11  \expnd0\expndtw0 Lynch,\expnd-2\expndtw-11  \expnd0\expndtw0 M.\expnd-2\expndtw-11  \expnd0\expndtw0 (2002).\expnd-2\expndtw-11  \f5\i1\expnd0\expndtw0 The\expnd-2\expndtw-11  \expnd0\expndtw0 online\expnd-2\expndtw-11  \expnd0\expndtw0 educator:\expnd-2\expndtw-11  \expnd0\expndtw0 A\expnd-2\expndtw-11  \expnd0\expndtw0 guide\expnd-2\expndtw-11  \expnd0\expndtw0 to\expnd-2\expndtw-11  \expnd0\expndtw0 creating\expnd-2\expndtw-11  \expnd0\expndtw0 the\expnd-2\expndtw-11  \expnd0\expndtw0 virtual\expnd-2\expndtw-11  \expnd0\expndtw0 classroom\f0\i0 .\expnd-2\expndtw-11  \expnd0\expndtw0 London: \expnd0\expndtw-2 RoutledgeFalmer.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri268\qj\sl252\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 O'Reilly,\expnd-1\expndtw-7  \expnd0\expndtw0 M.\expnd-1\expndtw-7  \expnd0\expndtw0 (2000).\expnd-1\expndtw-7  \expnd0\expndtw0 Reinvigorating\expnd-1\expndtw-7  \expnd0\expndtw0 educational\expnd-1\expndtw-7  \expnd0\expndtw0 design\expnd-1\expndtw-7  \expnd0\expndtw0 for\expnd-1\expndtw-7  \expnd0\expndtw0 an\expnd-1\expndtw-7  \expnd0\expndtw0 online\expnd-1\expndtw-7  \expnd0\expndtw0 world.\expnd-1\expndtw-7  \expnd0\expndtw0 In\expnd-1\expndtw-7  \expnd0\expndtw0 R.\expnd-1\expndtw-7  \expnd0\expndtw0 Sims,\expnd-1\expndtw-7  \expnd0\expndtw0 M.\expnd-1\expndtw-7  \expnd0\expndtw0 O'Reilly\expnd-1\expndtw-7  \expnd0\expndtw0 &\expnd-1\expndtw-7  \expnd0\expndtw0 S. Sawkins\expnd-3\expndtw-13  \expnd0\expndtw0 (Eds.),\expnd-2\expndtw-12  \f5\i1\expnd0\expndtw0 Learning\expnd-3\expndtw-13  \expnd0\expndtw0 to\expnd-2\expndtw-12  \expnd0\expndtw0 choose:\expnd-3\expndtw-13  \expnd0\expndtw0 Choosing\expnd-2\expndtw-12  \expnd0\expndtw0 to\expnd-3\expndtw-13  \expnd0\expndtw0 Learn.\expnd-2\expndtw-12  \expnd0\expndtw0 Proceedings\expnd-3\expndtw-13  \expnd0\expndtw0 ASCILITE\expnd-2\expndtw-12  \expnd0\expndtw0 Coffs\expnd-2\expndtw-12  \expnd0\expndtw0 Harbour\expnd-3\expndtw-13  \expnd0\expndtw0 2000\f0\i0 . {\field {\fldinst { HYPERLINK "http://www.ascilite.org.au/conferences/coffs00/papers/meg_oreilly.pdf" }}{\fldrslt \expnd0\expndtw-2 http://www.ascilite.org.au/conferences/coffs00/papers/meg_oreilly.pdf}}
\expnd0\expndtw-2 \par\sect\sectd\sbkpage\headery0\footery787\margtsxn1060\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\sl252\slmult1\sb78\f0\fs19\b0\expnd0\expndtw0\charscalex105 Oliver,\expnd-2\expndtw-10  \expnd0\expndtw0 R.,\expnd-2\expndtw-10  \expnd0\expndtw0 &\expnd-2\expndtw-10  \expnd0\expndtw0 Herrington,\expnd-2\expndtw-10  \expnd0\expndtw0 J.\expnd-2\expndtw-10  \expnd0\expndtw0 (2001).\expnd-2\expndtw-10  \f5\i1\expnd0\expndtw0 Teaching\expnd-2\expndtw-10  \expnd0\expndtw0 and\expnd-2\expndtw-10  \expnd0\expndtw0 learning\expnd-2\expndtw-10  \expnd0\expndtw0 online:\expnd-2\expndtw-10  \expnd0\expndtw0 A\expnd-2\expndtw-10  \expnd0\expndtw0 beginner\'92s\expnd-2\expndtw-10  \expnd0\expndtw0 guide\expnd-2\expndtw-10  \expnd0\expndtw0 to\expnd-2\expndtw-10  \expnd0\expndtw0 elearning\expnd-2\expndtw-10  \expnd0\expndtw0 and\expnd-2\expndtw-10  \expnd0\expndtw0 e- teaching in higher education\f0\i0 . Perth, Western Australia: Edith Cowan University.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri774\sl252\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Oliver,\expnd-3\expndtw-13  \expnd0\expndtw0 R.,\expnd-2\expndtw-12  \expnd0\expndtw0 &\expnd-3\expndtw-13  \expnd0\expndtw0 Herrington,\expnd-2\expndtw-12  \expnd0\expndtw0 J.\expnd-3\expndtw-13  \expnd0\expndtw0 (2003).\expnd-2\expndtw-12  \expnd0\expndtw0 Exploring\expnd-3\expndtw-13  \expnd0\expndtw0 technology-mediated\expnd-2\expndtw-12  \expnd0\expndtw0 learning\expnd-3\expndtw-13  \expnd0\expndtw0 from\expnd-2\expndtw-12  \expnd0\expndtw0 a\expnd-3\expndtw-13  \expnd0\expndtw0 pedagogical perspective. \f5\i1 Journal of Interactive Learning Environments, 11\f0\i0 (2), 111-126.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\sl252\slmult1\sb1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Olson,\expnd-2\expndtw-12  \expnd0\expndtw0 C.\expnd-2\expndtw-12  \expnd0\expndtw0 A.\expnd-2\expndtw-12  \expnd0\expndtw0 (2002).\expnd-2\expndtw-12  \expnd0\expndtw0 Leadership\expnd-2\expndtw-12  \expnd0\expndtw0 in\expnd-2\expndtw-12  \expnd0\expndtw0 online\expnd-2\expndtw-12  \expnd0\expndtw0 education:\expnd-2\expndtw-12  \expnd0\expndtw0 Strategies\expnd-2\expndtw-12  \expnd0\expndtw0 for\expnd-2\expndtw-12  \expnd0\expndtw0 effective\expnd-2\expndtw-12  \expnd0\expndtw0 online\expnd-2\expndtw-12  \expnd0\expndtw0 administration\expnd-2\expndtw-12  \expnd0\expndtw0 and governance. 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Schoenholtz-Read (Eds.), \f5\i1 Handbook of online learning: Innovations\expnd-1\expndtw-6  \expnd0\expndtw0 in\expnd-1\expndtw-6  \expnd0\expndtw0 higher\expnd-1\expndtw-6  \expnd0\expndtw0 education\expnd-1\expndtw-6  \expnd0\expndtw0 and\expnd-1\expndtw-6  \expnd0\expndtw0 corporate\expnd-1\expndtw-6  \expnd0\expndtw0 training\expnd-1\expndtw-6  \f0\i0\expnd0\expndtw0 (pp.\expnd-1\expndtw-6  \expnd0\expndtw0 237-256).\expnd-1\expndtw-6  \expnd0\expndtw0 Thousand\expnd-1\expndtw-6  \expnd0\expndtw0 Oaks,\expnd-1\expndtw-6  \expnd0\expndtw0 CA:\expnd-1\expndtw-6  \expnd0\expndtw0 Sage \expnd0\expndtw-2 Publications.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl247\slmult1\sb4\f0\fs19\b0\expnd0\expndtw0\charscalex105 Palloff,\expnd-2\expndtw-11  \expnd0\expndtw0 R.\expnd-2\expndtw-11  \expnd0\expndtw0 M.,\expnd-2\expndtw-11  \expnd0\expndtw0 &\expnd-2\expndtw-11  \expnd0\expndtw0 Pratt,\expnd-2\expndtw-11  \expnd0\expndtw0 K.\expnd-2\expndtw-11  \expnd0\expndtw0 (1999).\expnd-2\expndtw-11  \f5\i1\expnd0\expndtw0 Building\expnd-2\expndtw-11  \expnd0\expndtw0 learning\expnd-2\expndtw-11  \expnd0\expndtw0 communities\expnd-2\expndtw-11  \expnd0\expndtw0 in\expnd-2\expndtw-11  \expnd0\expndtw0 cyberspace\f0\i0 .\expnd-2\expndtw-11  \expnd0\expndtw0 San\expnd-2\expndtw-11  \expnd0\expndtw0 Francisco:\expnd-2\expndtw-11  \expnd0\expndtw0 Jossey Bass Publishers.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\sl252\slmult1\sb6\f0\fs19\b0\expnd0\expndtw0\charscalex105 Palloff, R. M., & Pratt, K. (2002). Beyond the looking glass: What faculty and students need to be successful online. In K. Rudestam & J. Schoenholtz-Read (Eds.), \f5\i1 Handbook of online learning: Innovations\expnd-2\expndtw-12  \expnd0\expndtw0 in\expnd-2\expndtw-12  \expnd0\expndtw0 higher\expnd-2\expndtw-12  \expnd0\expndtw0 education\expnd-2\expndtw-12  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 corporate\expnd-2\expndtw-12  \expnd0\expndtw0 training\expnd-2\expndtw-12  \f0\i0\expnd0\expndtw0 (pp.\expnd-2\expndtw-12  \expnd0\expndtw0 171-184).\expnd-2\expndtw-12  \expnd0\expndtw0 Thousand\expnd-2\expndtw-12  \expnd0\expndtw0 Oaks,\expnd-2\expndtw-12  \expnd0\expndtw0 CA:\expnd-2\expndtw-12  \expnd0\expndtw0 Sage.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl252\slmult1\sb3\f0\fs19\b0\expnd0\expndtw0\charscalex105 Paxton, P. (2003, November 4\'967). \f5\i1 Meeting the challenges of online learning through invitational education.\expnd-3\expndtw-13  \f0\i0\expnd0\expndtw0 Paper\expnd-2\expndtw-12  \expnd0\expndtw0 presented\expnd-3\expndtw-13  \expnd0\expndtw0 at\expnd-2\expndtw-12  \expnd0\expndtw0 the\expnd-3\expndtw-13  \expnd0\expndtw0 EDUCAUSE\expnd-2\expndtw-12  \expnd0\expndtw0 2003:\expnd-3\expndtw-13  \expnd0\expndtw0 Balancing\expnd-2\expndtw-12  \expnd0\expndtw0 opportunities,\expnd-3\expndtw-13  \expnd0\expndtw0 expectations,\expnd-2\expndtw-12  \expnd0\expndtw0 and resources, Anaheim, California.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\sl252\slmult1\sb3\f0\fs19\b0\expnd0\expndtw0\charscalex105 Richardson,\expnd-2\expndtw-10  \expnd0\expndtw0 J.\expnd-2\expndtw-10  \expnd0\expndtw0 C.,\expnd-2\expndtw-10  \expnd0\expndtw0 &\expnd-2\expndtw-10  \expnd0\expndtw0 Swan,\expnd-2\expndtw-10  \expnd0\expndtw0 K.\expnd-2\expndtw-10  \expnd0\expndtw0 (2003).\expnd-2\expndtw-10  \expnd0\expndtw0 Examining\expnd-2\expndtw-10  \expnd0\expndtw0 social\expnd-2\expndtw-10  \expnd0\expndtw0 presence\expnd-2\expndtw-10  \expnd0\expndtw0 in\expnd-2\expndtw-10  \expnd0\expndtw0 online\expnd-2\expndtw-10  \expnd0\expndtw0 courses\expnd-2\expndtw-10  \expnd0\expndtw0 in\expnd-2\expndtw-10  \expnd0\expndtw0 relation\expnd-2\expndtw-10  \expnd0\expndtw0 to\expnd-2\expndtw-10  \expnd0\expndtw0 students' perceived learning and satisfaction. \f5\i1 Journal of Asynchronous Learning Networks, 7\f0\i0 (1), 68-88.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri335\sl252\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Rovai,\expnd-2\expndtw-10  \expnd0\expndtw0 A.\expnd-2\expndtw-10  \expnd0\expndtw0 P.\expnd-2\expndtw-10  \expnd0\expndtw0 (2002).\expnd-2\expndtw-10  \expnd0\expndtw0 Building\expnd-2\expndtw-10  \expnd0\expndtw0 Sense\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 Community\expnd-2\expndtw-10  \expnd0\expndtw0 at\expnd-2\expndtw-10  \expnd0\expndtw0 a\expnd-2\expndtw-10  \expnd0\expndtw0 Distance.\expnd-2\expndtw-10  \f5\i1\expnd0\expndtw0 The\expnd-2\expndtw-10  \expnd0\expndtw0 International\expnd-2\expndtw-10  \expnd0\expndtw0 Review\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 Research in Open and Distance Learning, 3\f0\i0 (1).\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl249\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Rudestam,\expnd-2\expndtw-9  \expnd0\expndtw0 K.\expnd-2\expndtw-9  \expnd0\expndtw0 E.,\expnd-2\expndtw-9  \expnd0\expndtw0 &\expnd-2\expndtw-9  \expnd0\expndtw0 Schoenholtz-Read,\expnd-2\expndtw-9  \expnd0\expndtw0 J.\expnd-2\expndtw-9  \expnd0\expndtw0 (2002).\expnd-2\expndtw-9  \expnd0\expndtw0 The\expnd-2\expndtw-9  \expnd0\expndtw0 coming\expnd-2\expndtw-9  \expnd0\expndtw0 of\expnd-2\expndtw-9  \expnd0\expndtw0 age\expnd-2\expndtw-9  \expnd0\expndtw0 of\expnd-2\expndtw-9  \expnd0\expndtw0 adult\expnd-2\expndtw-9  \expnd0\expndtw0 online\expnd-2\expndtw-9  \expnd0\expndtw0 education.\expnd-2\expndtw-9  \expnd0\expndtw0 In\expnd-2\expndtw-9  \expnd0\expndtw0 K.\expnd-2\expndtw-9  \expnd0\expndtw0 E. Rudestam & J. Schoenholtz-Read (Eds.), \f5\i1 Handbook of online learning: Innovations in higher education and corporate training \f0\i0 (pp. 3-28). Thousand Oaks, CA: Sage Publications.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri774\sl252\slmult1\sb5\f0\fs19\b0\expnd0\expndtw0\charscalex105 Salmon,\expnd-2\expndtw-11  \expnd0\expndtw0 B.\expnd-2\expndtw-11  \expnd0\expndtw0 G.\expnd-2\expndtw-11  \expnd0\expndtw0 (2004).\expnd-2\expndtw-11  \f5\i1\expnd0\expndtw0 E-moderating:\expnd-2\expndtw-11  \expnd0\expndtw0 The\expnd-2\expndtw-11  \expnd0\expndtw0 key\expnd-2\expndtw-11  \expnd0\expndtw0 to\expnd-2\expndtw-11  \expnd0\expndtw0 teaching\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw0 learning\expnd-2\expndtw-11  \expnd0\expndtw0 online\f0\i0 .\expnd-2\expndtw-11  \expnd0\expndtw0 London:\expnd-2\expndtw-11  \expnd0\expndtw0 Taylor\expnd-2\expndtw-11  \expnd0\expndtw0 and \expnd0\expndtw-2 Francis.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\sl252\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Salmon,\expnd-2\expndtw-11  \expnd0\expndtw0 G.\expnd-2\expndtw-11  \expnd0\expndtw0 (2004).\expnd-2\expndtw-11  \f5\i1\expnd0\expndtw0 E-moderating:\expnd-2\expndtw-11  \expnd0\expndtw0 The\expnd-2\expndtw-11  \expnd0\expndtw0 key\expnd-2\expndtw-11  \expnd0\expndtw0 to\expnd-2\expndtw-11  \expnd0\expndtw0 teaching\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw0 learning\expnd-2\expndtw-11  \expnd0\expndtw0 online\expnd-2\expndtw-11  \f0\i0\expnd0\expndtw0 (2nd\expnd-2\expndtw-11  \expnd0\expndtw0 ed.).\expnd-2\expndtw-11  \expnd0\expndtw0 London,\expnd-2\expndtw-11  \expnd0\expndtw0 New\expnd-2\expndtw-11  \expnd0\expndtw0 York: \expnd0\expndtw-2 RoutledgeFalmer.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri774\sl252\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Seddon,\expnd-2\expndtw-10  \expnd0\expndtw0 G.\expnd-2\expndtw-10  \expnd0\expndtw0 (1972).\expnd-2\expndtw-10  \f5\i1\expnd0\expndtw0 Sense\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 place:\expnd-2\expndtw-10  \expnd0\expndtw0 A\expnd-2\expndtw-10  \expnd0\expndtw0 response\expnd-2\expndtw-10  \expnd0\expndtw0 to\expnd-2\expndtw-10  \expnd0\expndtw0 an\expnd-2\expndtw-10  \expnd0\expndtw0 environment.\expnd-2\expndtw-10  \expnd0\expndtw0 The\expnd-2\expndtw-10  \expnd0\expndtw0 Swan\expnd-2\expndtw-10  \expnd0\expndtw0 coastal\expnd-2\expndtw-10  \expnd0\expndtw0 plain,\expnd-2\expndtw-10  \expnd0\expndtw0 Western Australia\f0\i0 . Perth: University of Western Australia Press.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri774\sl252\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Seddon,\expnd-2\expndtw-10  \expnd0\expndtw0 G.\expnd-2\expndtw-10  \expnd0\expndtw0 (2004).\expnd-2\expndtw-10  \f5\i1\expnd0\expndtw0 Sense\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-10  \expnd0\expndtw0 place:\expnd-2\expndtw-10  \expnd0\expndtw0 A\expnd-2\expndtw-10  \expnd0\expndtw0 response\expnd-2\expndtw-10  \expnd0\expndtw0 to\expnd-2\expndtw-10  \expnd0\expndtw0 an\expnd-2\expndtw-10  \expnd0\expndtw0 environment.\expnd-2\expndtw-10  \expnd0\expndtw0 The\expnd-2\expndtw-10  \expnd0\expndtw0 Swan\expnd-2\expndtw-10  \expnd0\expndtw0 coastal\expnd-2\expndtw-10  \expnd0\expndtw0 plain,\expnd-2\expndtw-10  \expnd0\expndtw0 Western Australia (Limited facsimile ed.)\f0\i0 . Melbourne: Bloomings Books.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\ri232\sl252\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Shapiro, J. J., & Hughes, S. K. (2002). The case of the inflammatory email: Building culture and community in online academic environments. In K. E. Rudestam & J. Schoenholtz-Read (Eds.), \f5\i1 Handbook\expnd-3\expndtw-13  \expnd0\expndtw0 of\expnd-2\expndtw-12  \expnd0\expndtw0 online\expnd-3\expndtw-13  \expnd0\expndtw0 learning:\expnd-2\expndtw-12  \expnd0\expndtw0 Innovations\expnd-2\expndtw-12  \expnd0\expndtw0 in\expnd-3\expndtw-13  \expnd0\expndtw0 higher\expnd-2\expndtw-12  \expnd0\expndtw0 education\expnd-3\expndtw-13  \expnd0\expndtw0 and\expnd-2\expndtw-12  \expnd0\expndtw0 corporate\expnd-2\expndtw-12  \expnd0\expndtw0 training\expnd-3\expndtw-13  \f0\i0\expnd0\expndtw0 (pp.\expnd-2\expndtw-12  \expnd0\expndtw0 91-124). Thousand Oaks, CA: Sage Publications.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\fi-284\sl252\slmult1\f0\fs19\b0\expnd0\expndtw0\charscalex105 Southard,\expnd-3\expndtw-13  \expnd0\expndtw0 S.,\expnd-2\expndtw-12  \expnd0\expndtw0 Cranford,\expnd-3\expndtw-13  \expnd0\expndtw0 C.,\expnd-2\expndtw-12  \expnd0\expndtw0 &\expnd-3\expndtw-13  \expnd0\expndtw0 Woods,\expnd-2\expndtw-12  \expnd0\expndtw0 J.\expnd-3\expndtw-13  \expnd0\expndtw0 (2005).\expnd-2\expndtw-12  \f5\i1\expnd0\expndtw0 Technical\expnd-2\expndtw-12  \expnd0\expndtw0 and\expnd-3\expndtw-13  \expnd0\expndtw0 professional\expnd-2\expndtw-12  \expnd0\expndtw0 communication\expnd-3\expndtw-13  \expnd0\expndtw0 e-learning environments: Establishing community and \'93sense of community\'94. \f0\i0 Paper presented at the IEEE International Professional Communication Conference.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li119\sl240\slmult1\sb2\f0\fs19\b0\expnd0\expndtw0\charscalex105 Stevens-Long,\expnd-2\expndtw-11  \expnd0\expndtw0 J.,\expnd-2\expndtw-11  \expnd0\expndtw0 &\expnd-2\expndtw-11  \expnd0\expndtw0 Crowell,\expnd-2\expndtw-11  \expnd0\expndtw0 C.\expnd-2\expndtw-10  \expnd0\expndtw0 (2002).\expnd-2\expndtw-11  \expnd0\expndtw0 The\expnd-2\expndtw-11  \expnd0\expndtw0 design\expnd-2\expndtw-11  \expnd0\expndtw0 and\expnd-2\expndtw-11  \expnd0\expndtw0 delivery\expnd-2\expndtw-10  \expnd0\expndtw0 of\expnd-2\expndtw-11  \expnd0\expndtw0 interactive\expnd-2\expndtw-11  \expnd0\expndtw0 online\expnd-2\expndtw-11  \expnd0\expndtw0 graduate\expnd-2\expndtw-10  \expnd0\expndtw-2 education.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li402\sl252\slmult1\sb12\f0\fs19\b0\expnd0\expndtw0\charscalex105 In\expnd-2\expndtw-12  \expnd0\expndtw0 K.\expnd-2\expndtw-12  \expnd0\expndtw0 Rudestam\expnd-2\expndtw-12  \expnd0\expndtw0 &\expnd-2\expndtw-12  \expnd0\expndtw0 J.\expnd-2\expndtw-12  \expnd0\expndtw0 Schoenholtz-Read\expnd-2\expndtw-12  \expnd0\expndtw0 (Eds.),\expnd-2\expndtw-12  \f5\i1\expnd0\expndtw0 Handbook\expnd-2\expndtw-12  \expnd0\expndtw0 of\expnd-2\expndtw-12  \expnd0\expndtw0 online\expnd-2\expndtw-12  \expnd0\expndtw0 learning:\expnd-2\expndtw-12  \expnd0\expndtw0 Innovations\expnd-2\expndtw-12  \expnd0\expndtw0 in\expnd-2\expndtw-12  \expnd0\expndtw0 higher education and corporate training \f0\i0 (pp. 151-169). Thousand Oaks, CA: Sage.\par
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{\shptxt\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li105\ri253\sl259\slmult1\sb67\f4\fs17\b1\expnd0\expndtw0\charscalex105 Author:\expnd-2\expndtw-8  \f0\b0\expnd0\expndtw0 Dr\expnd-2\expndtw-8  \expnd0\expndtw0 Maria\expnd-2\expndtw-8  \expnd0\expndtw0 Northcote,\expnd-2\expndtw-8  \expnd0\expndtw0 Coordinator,\expnd-2\expndtw-8  \expnd0\expndtw0 Educational\expnd-2\expndtw-8  \expnd0\expndtw0 Resources\expnd-2\expndtw-8  \expnd0\expndtw0 Support\expnd-2\expndtw-8  \expnd0\expndtw0 and\expnd-2\expndtw-8  \expnd0\expndtw0 Development,\expnd-2\expndtw-8  \expnd0\expndtw0 Centre for Teaching and Learning, University of Newcastle, Callaghan NSW 2308.\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li105\sl-191\f0\fs17\b0\expnd0\expndtw0\charscalex105 Email:\expnd-1\expndtw-6  {\field {\fldinst { HYPERLINK "mailto:Maria.Northcote@newcastle.edu.au" }}{\fldrslt \expnd0\expndtw-2 Maria.Northcote@newcastle.edu.au}}
\expnd0\expndtw-2 \par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb26\f0\fs17\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li105\ri253\sl254\slmult1\f0\fs17\b0\expnd0\expndtw0\charscalex105 She\expnd-1\expndtw-5  \expnd0\expndtw0 is\expnd-1\expndtw-5  \expnd0\expndtw0 a\expnd-1\expndtw-5  \expnd0\expndtw0 Senior\expnd-1\expndtw-5  \expnd0\expndtw0 Lecturer\expnd-1\expndtw-5  \expnd0\expndtw0 in\expnd-1\expndtw-5  \expnd0\expndtw0 the\expnd-1\expndtw-5  \expnd0\expndtw0 Centre\expnd-1\expndtw-5  \expnd0\expndtw0 for\expnd-1\expndtw-5  \expnd0\expndtw0 Teaching\expnd-1\expndtw-5  \expnd0\expndtw0 and\expnd-1\expndtw-5  \expnd0\expndtw0 Learning\expnd-1\expndtw-5  \expnd0\expndtw0 at\expnd-1\expndtw-5  \expnd0\expndtw0 the\expnd-1\expndtw-5  \expnd0\expndtw0 University\expnd-1\expndtw-5  \expnd0\expndtw0 of\expnd-1\expndtw-5  \expnd0\expndtw0 Newcastle,\expnd-1\expndtw-5  \expnd0\expndtw0 NSW. Her main teaching and research interests include assessment, educational design in online learning contexts and academic development. Maria\'92s university teaching incorporates elements of online and offline learning technologies. Her recently completed PhD study focused on the educational beliefs held by teachers and students in higher education contexts\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb7\f0\fs17\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li105\ri253\sl254\slmult1\f4\fs17\b1\expnd0\expndtw0\charscalex105 Please\expnd-1\expndtw-5  \expnd0\expndtw0 cite\expnd-1\expndtw-5  \expnd0\expndtw0 as:\expnd-1\expndtw-5  \f0\b0\expnd0\expndtw0 Northcote,\expnd-1\expndtw-5  \expnd0\expndtw0 M.\expnd-1\expndtw-5  \expnd0\expndtw0 (2008).\expnd-1\expndtw-5  \expnd0\expndtw0 Sense\expnd-1\expndtw-5  \expnd0\expndtw0 of\expnd-1\expndtw-5  \expnd0\expndtw0 place\expnd-1\expndtw-5  \expnd0\expndtw0 in\expnd-1\expndtw-5  \expnd0\expndtw0 online\expnd-1\expndtw-5  \expnd0\expndtw0 learning\expnd-1\expndtw-5  \expnd0\expndtw0 environments.\expnd-1\expndtw-5  \expnd0\expndtw0 In\expnd-1\expndtw-5  \f5\i1\expnd0\expndtw0 Hello!\expnd-1\expndtw-5  \expnd0\expndtw0 Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008\f0\i0 . {\field {\fldinst { HYPERLINK "http://www.ascilite.org.au/conferences/melbourne08/procs/northcote.pdf" }}{\fldrslt \expnd0\expndtw-2 http://www.ascilite.org.au/conferences/melbourne08/procs/northcote.pdf}}
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\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb198\f0\fs20\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\sl240\slmult1\sb22\f0\fs17\b0\i0\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li517\sl240\slmult1\f0\fs17\b0\expnd0\expndtw0\charscalex105 Copyright\expnd-1\expndtw-6  \expnd0\expndtw0 2008\expnd-1\expndtw-6  \expnd0\expndtw0 Maria\expnd-1\expndtw-6  \expnd0\expndtw-2 Northcote\par\pard\plain\s1\nooverflow\nocwrap\lnbrkrule\li517\ri618\sl254\slmult1\sb11\f0\fs17\b0\expnd0\expndtw0\charscalex105 The author assigns to ascilite and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright\expnd-1\expndtw-5  \expnd0\expndtw0 statement\expnd-1\expndtw-5  \expnd0\expndtw0 is\expnd-1\expndtw-5  \expnd0\expndtw0 reproduced.\expnd-1\expndtw-5  \expnd0\expndtw0 The\expnd-1\expndtw-5  \expnd0\expndtw0 author\expnd-1\expndtw-5  \expnd0\expndtw0 also\expnd-1\expndtw-5  \expnd0\expndtw0 grants\expnd-1\expndtw-5  \expnd0\expndtw0 a\expnd-1\expndtw-5  \expnd0\expndtw0 non-exclusive\expnd-1\expndtw-5  \expnd0\expndtw0 licence\expnd-1\expndtw-5  \expnd0\expndtw0 to\expnd-1\expndtw-5  \expnd0\expndtw0 ascilite\expnd-1\expndtw-5  \expnd0\expndtw0 to\expnd-1\expndtw-5  \expnd0\expndtw0 publish\expnd-1\expndtw-5  \expnd0\expndtw0 this document on the ascilite web site and in other formats for \f5\i1 Proceedings ascilite Melbourne 2008\f0\i0 . Any\expnd0\expndtw0\charscalex105  other use is prohibited without the express permission of the author.\par}