Differences in E-learning
The exprience of learning in the e-learning module has been very diffused. In a normal course the classroom acts like a pivot for activity and the timetable strings things together. There is regulation through the schedule and face to face meetings with the tutor and peers in the classroom. These experiences do not happen in e-learning.

The classroom/ institution in e-learning
NOW, a website at NTU is the classroom/ institute. It works more like a library which is planned out with different passages of learning- I clock in seriously into Now once a week. I go through all the different tools- Chat, discussion, the pbwiki, my own log, sometimes connect to Athens and get a series of different experiences. Quite often during this time I learn how to operate a tool. I have to do this before getting to the actual learning content- how do I navigate through NOW, a chat, a discussion, etc. I haven't yet mastered a wiki.

So a big difference from traditional learning is that to get to the actual learning one needs to learn the tool first. To get to the class and the class activity one needs to learn how to get there. This how to get there load is a lot initially. And this diffuses the experience of learning for me. The once a week attendance into NOW is full of a group of learning experiences. Like today I found out what my first assignment in my portfolio was, I tried to meet Anne in the Chat room, I visited the MOONS' wiki, went through the wiki videos Stevie's put online, still did not understand how to make a wiki, wrote in my two blogs, explored NOW a little more, tried looking for Angie and Fred on Skype, and Anne on Facebook, did not succeed. I finally called Anne's mobile only to find she is not there to take the call, left a message- finally I have not had any direct contact with a peer. I have left a trail of my meanderings. Now I will wait for some sort of response. I got an email from Anne. She had clocked in earlier sometime today. Again our paths did not cross. So the isolation in the learning experience continues. The asynchrocity of it all is also what leads to a diffused experience.

The assignments and their deadlines do string the course together and also help keep the learning going.

Great focus and responsbility in the learner
This lack of focus in the experience of learning calls for great focus from the learner. I really want to become familiar with all these tools to understand how a person finally learns, and then I guess I will chew on this experience to see how I can use it in my own teaching practice. And this is what is keeping me visiting Now time and again.

Free and flexible
E-learning can be done when one wants and how one wants. This helps me because I could not do this module otherwise. At college there is time for only minimal activity. This module happens over nights and weekends and being on the Internet then makes this possible at any time, any how, in any sequence- as long as the activity is done and the assignment completed.

More time needed
The whole module moves much slower because of the asynchrocity. Getting people together online is really difficult and slow if the face-to-face has not happened in the beginning or middle.
The learning is completely self-paced. A lot of responsiblity on the learner.

Audio and presence
The telephone tutorial seems a miracle to me now after last night when I was not able to make it for the Chat. In the telephone tutorial four people got together and conferenced on telephone and Skype. And that seems one 'real' experience! Why does audio seem closer to life than writing? Is it because on the spot audio means there are actual people sitting in a room somewhere and chatting. Is this called Social presence? Need to read more about this.

Importance of reading and looking:
This e-learning experience only works if one reads carefully, frequently and keep trying to get to the core of the instruction. READING is important. WRITING too.

Brad's comments and Stevie's follow ups:
Brad's comments in the discussions really helped keep the discussion going. There was at least someone reacting to all the comments, Brad was there listening and encouraging. Stevie's queries- would you like formative comments on your assignment for Unit 1? What do you think you will do for your case study? These are important. This is because I think none of us students are focussed on giving feedback to each other. The teacher in e-learning, at least in this module, seems to play the role of a facilitator, and 'nudger.'