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Digital classrooms, supplemented with telecommunications media, are currently being used in tertiary institutions world-wide, in the form of Web-based courses for adult learners (Gunawardena 1999; McMahon 1997). Tertiary education faculties, matric teachers, and business trainers alike are turning to the World-Wide Web as a vehicle for implementing instructional innovations (Khan 1997; Owston 1997). The Internet is claimed to be one of the most powerful tools for providing lecturers and learners with necessary conditions for independent and interactive learning (Le 1999). It provides an educational discourse in which learners can interact widely with other members of a learning community and, at the same time, be in control of their own learning. Their interaction for learning can be immediate, prompt, widely shared and resource supportive (Owston 1997), which may not be possible in a traditional mode of teaching, confined by the classroom's physical condition (Le 1999). Moreover the Web can help us refocus our institutions from teaching to learning, from teacher to learner (Owston 1997).

Longitudinal comparison of two presentations of an Internet-based course for adult learners: a university case study