High values of these factors are generally not facilitated in the same ways in online and traditional learning. Interactivity in traditional learning is often in a classroom or a lab requiring physical presence at a particular time, or in a professor or tutor office requiring physical presence at a particular time. Interactivity in online learning is often through e-mail, e-file-transfer, audio and video conferencing, etc., as our interactivity in this colloquy is, not necessarily requiring physical presence at a particular time. We do not know which kind of interactivity is more effective and for which people or for which subject matter; perhaps because the kind is not of great importance generally.

Values of these factors are relatively high in some traditional learning and in some online learning, and less than high in some traditional or online learning.

Values of these factors should be very significant in traditional or online accreditation, in addition to values of the three factors mentioned in the Perley and Tanguay article. It is my experience that values of these factors, including the three factors mentioned in the Perley and Tanguay article, can be at least as high in online as in traditional learning, but not necessarily through use of the same methods, procedures, or professors in online as in traditional.

-- Cliff Layton, Director Online Services, Rogers State University (posted 10/29, 11:30 a.m., E.D.T.)

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