we suggest that well-established fundamentalsof online course design and facilitation still need to reachand be accepted by a broader audience within highereducation, and that lingering perceptions about qualitydifferences between face-to-face and online educationsignify a professional development gap—one that can bebridged with training about active learning pedagogy andmodels for active learning in online asynchronous classes

This suggests that students do not view onlinediscussion forums as equivalent to in-class interactions.

udent perceptions may be based on old typologiesof distance education akin to correspondence courses, regardless of actual experience with onlinecourses, and 2) course preferences are related to issues involving teaching presence and self-regulated