Conclusions

• Question on-line instruction.

• Employ cross-functional on-line curriculum teams.

• Design pages, activities for multiple learning styles.

• Convene orientation meeting and subsequent face-to-face opportunities.

• Establish “Is This Course For You?” placement criteria.

• Minimize on-line texts.

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Each institution should ask whether or nor on-line learning is a necessary component of its mission, avoiding the mob rush into this form of instruction. If it is necessary, each institution should employ cross-functional curriculum teams to develop the courses, designing instruction that attends to different dominant learning modes. Sufficient face-to-face activities should be included in the courses, in addition to more careful screening of registrants. In addition, the allure of on-line electronic texts should be resisted. Instead, on-line resources should become valuable supplements for course enrichment.