Teaching and Learning Online: The Workers, The Lurkers and The Shirkers
Despite the exponential growth in the availability of online education programs, there appears to be little empirical evidence that could provide a cogent basis to guide the practice of, or judge the quality of, such offerings. The purpose of the current paper is to explore certain elements of existing pedagogical theory that can help provide a framework for empirical research that should ultimately establish instructional design principles that can shape potentially efficacious practice in online teaching and learning. Such research efforts are fundamental to the long-term
credibility and viability of distance education theory and practice.