In summary, the students obviously needed places to reflect, socialize, get help and advice, and find information on the course requirements and schedule.

First, the students clearly needed to be able to ask questions and get help. Two items were set up for that: The "Technical Issues" item was for questions on technical problems and concerns, and the "Teaching Faculty Lounge" was a place to ask questions on things related to the syllabus, such as the course content and requirements. All of these kinds of questions appeared throughout the items, when a student felt the need for clarification, but these two items were specific places set aside for questions, concerns, advice, and problems. The students took full advantage of this instructional design component. It is important to note that students, as well as the instructor, usually responded to their classmates' needs and helped to clarify, solve problems, offer advice, and find answers.

Second, the students also clearly needed a place to help them stay organized, and this was done through the "Announcement / Administration Center." The instructor, from the beginning, presented the online course in a very organized way. This item kept the students aware of time-line, weekly topics, and other aspects of the course that were usually related to the syllabus.

The syllabus was neatly displayed online in the item called, "Teaching and Learning Assignment (Syllabus & Schedule)." Along with the syllabus was the schedule for the whole course, which was displayed via table format. There were updates in an ongoing fashion, and students were directed to the particular updated part of the schedule as well as reminded in the item for announcements.

The syllabus can be viewed in Appendix D. The following is a brief overview of the course structure and objectives from the syllabus. The objectives stated that the students would be presented with an opportunity to explore issues and concepts related to (a) Web-based learning, (b) Web-based instructional environments and strategies, and (c) the teaching-learning processes relative to using the Web. The students were also expected to create, develop, and evaluate Web-based products.

Each week had a topic, activities and assignments, and a list of Web-based resources. This seemed to keep the students on-task and kept the conversations on particular topics from becoming too unwieldy. The topics were bounded by time restraints, and this structural feature kept the course moving along. Basically, that timeline of topics and activities can be read as one moves down the list of items, too. Only the items with high numbers were revisited over and over throughout the course.

All activities and requirements were delineated and had time frames. It appeared that the students needed this high level of structure, because even with all of the straightforward charts and explanations, there was still confusion and disorientation. It seemed that being at a distance required a good amount of structure and organization in regard to the class schedule and to the syllabus in general.

Third, the students definitely enjoyed and responded well to the area set aside just for reflective thinking. The use of the metaphor, Down by the Lake, seemed to add to the laid-back, philosophical atmosphere. It certainly was successful in stimulating reflection. Not only was the number of responses large, but the volume and quality of the typical response were quite high. The students seemed to really enjoy reflecting, which included other mental activities that began to emerge as separate categories, and were difficult to distinguish from the general concept of reflection, such as: philosophizing and articulating ideas. Reflection was a component that was definitely prominent throughout the conference, but in this area it was particularly captivating. Here the students could voice their own pondering, musing, and other reflective thought processes, and all areas were covered: personal, social, and professional. As well, they reflected on the course itself, and this particular online learning experience.

The fourth area that seemed quite popular with the students was the area designated for purely social interaction – that is, communication that was non-academic and non-professional. This area was very dynamic in that all kinds of topics were covered and the students "spoke" with a lot more spontaneity and informality. People shared stories, swapped information on social events, told jokes and joked around with each other, talked about personal things, philosophized on non-academic topics concerning society, and just basically talked. In comparing it to traditional courses, this might be viewed as a non-linear compilation of the kind of talk that occurs in the hall, on a break, and before and after class. It was quite entertaining and interesting. In reviewing the amount and content of the social interaction in this online classroom, it became clear that interacting socially was important to the students. That is, social interaction was frequent and lively, and it was interwoven throughout almost all responses in all items.

Another interesting social aspect of the overall atmosphere was the presence of social manners, politeness, and supportive behavior. Frequently, the students used plenty of manners and polite online interaction. For the most part, the students were courteous and very cognizant of others' feelings. The comments frequently contained empathy, encouragement, and peer support.

Overall, they seemed to have a grasp of what constitutes good online etiquette. Also, participants tended to address people by name, and recognize them for their ideas or advice. In general, they tended to find whatever value could be found in their classmates' responses. This kind of online politeness was prevalent, yet it was not overdone as to think that people were speaking with artificially escalated kindness and manners. It was simply a pleasant atmosphere.

These particular online behaviors are abundant in the examples provided in this chapter. Note in the cited responses throughout this chapter the use of introductory and closing remarks, the exchange of polite phrases and words (e.g., thanks, appreciate, and so on), and the use of names (to the student who's being addressed, to other students in reference, and to signify personal closing remarks). The following are brief examples:

• [Student], thanks for your help….
• Hey, [Student], I appreciate the information….
• [Student], great job!
• Thank you, [Student]…..