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The purpose of this paper is threefold. Firstly, it will review the theories and practice of on-line learning and the need for new roles in the development of new media delivery systems. Secondly, the current status of university teachers will be analyzed within the context of the new roles. And thirdly, new roles for teachers and course designers in their endeavors to assimilate information technology (IT) into on-line teaching systems are identified. This paper suggest that most universities today still haven’t fully understood the importance of IT in education and haven’t adopted appropriate strategy and measurements in response to the im-pact of IT on education. One clear example, as pointed out by many researchers, is that universi-ties still focus on research production and ignore the teaching practice. An immediate result from this ignorance of teaching practice is inadequate teacher education and training. This situation is getting worse with the rapid development of IT, which affects all parts of educational system. Many universities understand the importance of online courses driven either by the idea of poten-tial loss of future educational market share or merely wanting to cut down daily running costs. One of the strong growing areas is foreign language teaching or LOTE (Languages Other Than English) due to the impacts of educational globalization. Many websites have been set up and many LOTE course are offered online. These online language courses are designed and imple-mented by different teachers with various backgrounds. Many of these online courses are poorly designed. For example, some courses are identical to a textbook or have “digitalized” a textbook online. Putting a textbook online does not mean an online course. Many online language courses lack interaction; the traditional way of course delivery can be seen everywhere whereas individu-alization of course content can rarely be found. All these phenomena point to one source: inade-quate education of teachers. The paper suggests that a qualified Chinese online teacher should possess four macro skills: be digitally literate, be a creative thinker, be a multi-skills possessor, and be a learning facilitator. Firstly, teachers should possess adequate knowledge that is appropriate for particular purposes. They also need the ability to find eas-ily the right information from vast amounts of information sources and have the ability to evaluate such in-formation. Secondly, a teacher should be innovative, elaborating, and a combination of the two which are es-sential towards his duties. Creative thinking allows us to generate alterna-tive concepts and practices and to es-tablish solutions effective in the ex-

Designing On-line Chinese Language Courses: New Roles for Educators