Another student expressed satisfaction, but realized how difficult it had been:

It hasn't always been easy but so far all the work, when completed, has come with a great sense of accomplishment.

Most issues involving the opinions of the students in reference to this online experience had two definite sides, the pros and cons. Some expressed both in the same response, such as:

Sometimes I feel as if I am gaining so much knowledge from this program and other times I feel like I haven't learned a thing, it's just been one overwhelming rush of information.  I guess if I reflect back to January when we all started, I really have learned a lot.  But I have to say, I can't wait until May!

A frequent response in discussing the pros and cons of the online experience was to address the logistical issues, such as driving to class at a specific time (i.e., driving time, traffic, parking) versus just turning on the computer when one wanted. Parallel to this was the issue of "face-to-face" interaction versus online interaction at a distance. Some would rather have driven to a "normal" class to take advantage of the face-to-face experience, in that they favored human contact. As well, they would rather be in class and not have to read all of the online responses. Others expressed tolerance of all the reading as relief to not have to fight traffic, parking, and such.

In one thread of conversation on such issues, one student stated:

I prefer to physically go to a class – with this on-line class I am not always sure I am putting enough time into it.  I don't like reading on the computer and I don't like surfing the net, I find it tedious and time-consuming.  I like going to a class, knowing what I have to do and getting it done.  With this class I am always feeling as if I should be reading comments and coming to some great conclusion and writing about it - when I finally come up with something I'll let you know!

Another student argued for live, face-to-face interaction:

Much of language is body language and the web will never replace human interaction [face-to-face as in normal classroom].

This next student commented on the negative side through comparison:

It takes forever to read 25 people saying almost the same thing over and over. Even if this course was about Michael Jordan, my hero…I still wouldn't want to read it all and respond. I would rather spend over an hour and a half driving to and from Winchester to meet for 3 hours every week and do a little homework than this. Well maybe not! It is just frustrating going through this with no face to face emotions - I read others frustrations, but its not the same as being frustrated all together in the same place. There is power in numbers, the 25 of us, when we are in the same room, but on the web it isn't the same.

On the other side of the issue, a student shared some benefits:

I for one am really enjoying this feeling of independence! I really like learning by figuring things out on my own and sometimes I tend to ask other people for the answer too quickly. This forum will be great for encouraging independent learning… PLUS you can't beat not having to waste hours of time every week commuting!

Another issue that generated strong pros and cons was the ability to read everyone's comments. Some hated all of the reading. They thought it an unnecessary overload – that is, "listening" to (reading) everyone's conversations and comments. Others thought it was quite an educational benefit, personally and professionally, to be sharing in everyone's thoughts and discussions. One student expressed positive things on this issue:

I really have enjoyed being able to "talk" to people through this caucus, and I have really appreciated the support given.

Another brought forth a negative side:

I have spent a great deal of time reading all the responses and ideas. … I am somewhat embarrassed to respond to everyone all at once. If I didn't know people already I would probably drop this class!

An example of a topic that most everyone agreed upon: the benefits of being able to view the assignments and projects that were all posted online. Most students definitely thought this was an educational benefit. As education practitioners, they considered sharing resources, ideas, and instructional methods to be a contribution to their professional development.

 There were lots of reflective comments (both solicited by instructional design and spontaneous) in the course, and the content of the reflection on the online experience had many recurring topics that seemed significant. Some, both positive and negative, were mentioned above. Overall, the students freely expressed both negative and positive reflective comments. They were not shy about complaining or pointing out problems and concerns. 

As for the negative comments, the students expressed feelings, such as: (a) isolation (as "distance learners"), (b) frustration with technical issues (e.g., navigation, access, uploading their assignments), (c) disorientation and feeling overwhelmed (navigation and volume of online reading), and (d) time management. These particular themes did improve for the most part, although a couple of students continually had the same complaints throughout the whole semester.

Many comments in the beginning reflected a nervousness and anxiousness about the course. The following student comments were all at the start of the reflection area, Down by the Lake:

• I really want to succeed in this venture but I am feeling very nervous about now.
• I guess I'm feeling overwhelmed too due to computer problems.
• Let me join in and say I am feeling overwhelmed.
• I find the reading on-line takes so long that I get disconnected. When I am midway through something that is very frustrating. I am also a people-person and I have found friends to be very helpful...I can see that one lesson I am having to learn is that it is ok to ask for help.

Some students attached hopeful comments to their early cynicism, like this one:

I am learning so much and even though I complain now - it's hard to say this but - I guess and hope we will make it and it will be worth the journey. Right now it is taking all and I mean all I have to keep from quitting.

As typical in the literature concerning "learners at a distance," the students experienced feelings of isolation. Many missed not having the traditional face-to-face interaction. Even though the two groups were cohorts and had been classmates in other courses, this was still frequently expressed. One student shared this – reflecting on how it felt to be at a distance:

I too, sometimes feel isolated, but I enjoy seeing others' projects... when I feel lost, that alone can sometimes provide the final piece of the puzzle. In a traditional classroom, we all sit and hope someone will ask the questions we may have, but are afraid to ask…("What if somebody thinks I'm really stupid?").

There were many comments that specifically addressed this issue of isolation. One thread of discussion in Down by the Lake addressed isolation. One student stated:

I also have felt pretty isolated in working with the course work. Often I've waited to see how others reacted to instructions before I began because I was unsure of myself…

Two more students agreed, and expressed these statements:

• I think at times we all feel isolated. I am fairly outgoing (okay really outgoing!) but when it comes to asking questions I find it very difficult if I am not sure exactly what question to ask.
• I am glad this isolation is being addressed.  I feel leery to ask questions sometimes because I feel like I am the only one who doesn't get it.  This feeling makes me think that I am ignorant.

Note that along with isolation there is paired the feeling of being unsure of oneself. This proximity of particular concepts was fairly common, especially with negative comments about problems, concerns, and frustrations. Overall, it appeared that being learners at a distance produced feelings of isolation and insecurity in tandem.

The complaints and frustrations on this issue did improve as the semester went on.

Comments at the end echoed some of the early positive comments, where many students expressed that they enjoyed the freedom and independence that came with being at a distance, and more specifically came with the asynchronous nature of this conferencing system.

Another problem that was fairly prevalent at the start was navigation – being able to move within the system. As in the literature, when navigating the system was difficult, it produced feelings of "disorientation." This feeling of disorientation, a typical problem in online courses, affected many students, as they had difficulty with "moving around" within the conference and with not knowing "where" they were at a given moment. Navigation problems were mentioned more frequently in the beginning, and like many other problems, they improved over the semester.

Discussions of "time" in a negative way were fairly consistent over the semester. These educators consistently complained about the time factor, but it was not always easy to distinguish between a problem with the course or their general problem with time management.

In many cases, technical problems took the forefront of the discussions that related to problems and concerns. The battle with technological problems precluded many students from enjoying many of the learning experiences. The frustration with technical problems was definitely one of the most negative aspects of the online course. Several students openly expressed frustration, even becoming fairly hostile, and at times expressing the wish to quit. Here is one response in reference to technical problems:

I am just so frustrated that I still don't know how to upload a web site without difficulties.  I still can't get those little graphics up. 

Another in the same thread:

I've had too much trouble and gotten too frustrated.

This next one is typical of comments that expressed technical problems, especially in the beginning:

Is anyone having trouble down loading the "Inspiration"?  Can you use your [school] account or do you need to have Erols or Aol [two popular Internet service providers]?  Does that matter?  My message keeps telling me "Netscape is unable to locate the server: mail the server does not have a DNS entry".  What is a DNS entry?  I have tried each night with no success.  Any helpful info would be appreciated.

Other students were quick to help and offer empathy, but the problems that were technical related were probably the biggest drawback to the whole experience. Fortunately there was a specific place (item named, "Technical Issues") to address these problems and concerns, and equally fortunate was the way that the students and instructor were quick to respond, and in most cases help and appease the student in need.

 Most of the positive reflective comments concerned the benefits that derived from the nature of the technology (e.g., asynchronous communication, hypermedia environment, and linked to Web). These benefits included: independent learning, non-linear time management, value of Web-based resources, and an open environment that gave students access to all other students' comments and projects. The latter – the ability to "hear" all students' thoughts and to see their projects as posted online – also pleased the students from a professional development standpoint.

As an example of these, a student expressed the following realization near the end of the course:

Probably the greatest positive of WBL for me has been the flexibility of time in completing the assignments. Also, the fact that because this is a course that depends so heavily on the Internet and is primarily done individually, I have been 'forced' to work out many problems on my own. Although at the time I didn't appreciate this, I have now come to the conclusion that it was good for me and it has been quite a learning experience for me.

Many students valued the aspects of collegiality that were gained from a high level of dialogue and sharing among students. This was probably enhanced in that they were all professional educators with fairly similar backgrounds (i.e., in the same M.Ed. program, and from local public school systems).

Many positive comments came from the students more toward the end of the semester. In many cases, students reflected having learned a lot, and admitted a positive change in their attitude toward this Web-based learning experience. One student exclaimed:

I have struggled with all of this and have felt inadequate at times but have learned so much.

Another student attempted to summarize for the group: