How does On-Line Learning differ from Classroom Learning? On-line or Internet-assisted learning with ITJ is, in many ways, similar to learning in a conventional college class. The Institute's modules cover challenging content and are guided by a learning facilitator or instructor. The modules also follow an outline, usually require a textbook or reading packet, and last a set number of weeks. Learning with ITJ is also quite different from taking conventional classes. The classrooms where students and the learning facilitator meet are not physical rooms. ITJ classroom are virtual environments that exist across the expanse of the Internet. Instead of walking to class, students uses their computers and Internet access to travel effortlessly to class without leaving home or work. Students' computers also serve as their virtual desk in a cyber-classroom and as the mechanism for engaging the subject matter and communicating with fellow students and the learning facilitator. Interactivity in the Virtual Classroom Attending a virtual classroom does not mean that learning with ITJ will be a lonely process. On the contrary, students engage in lively debate and dialogue throughout the four weeks of a typical class by exchange responses to questions and issues presented by each other, the learning facilitator, and the module's content. Most of the discussion occurs via discussion sessions where messages are posted and arranged in an outline format so that it is easy to follow who is commenting on what topic and when the message was posted. In addition to discussion fora, which do not require all participants to be present at the same time, students can also participate in live discussions via on-line "chat" rooms where two students to the whole class can participate in real-time talks. Class-based e-mail is also available for sending messages to one person, a group, or everyone in a class. Convenience and Scheduling Because most communication occur through discussion fora and e-mail, participants do not need to attend "class" at a specific time of day or even on any particular day. Students can enter a class or log-in whenever they have the time. They can also spend as much time in a class as they want. At times students may spend an hour or two in the class, at others they may spend just 15 minutes checking for messages and sending some e-mail. Also, if a student does not have the time to answer a specific question or respond to someone elses contribution when they are in class, the material will still be there the next time they visit the class. Or, the message can be copied off the class and worked on off-line using a favorite word processor. Then, when the work is finished it can be cut & pasted to the module's discussion fora. This also makes it easy for people who are not fast typists or who do not use English as their primary language to engage in discussions. The Instructor, Homework, and Integration with the Japanese Language Classroom Like regular college classes, ITJ modules include outside reading, home work and written assignments. ITJ classes will not, however, involve the traditional lecture format. Under ITJ's collaborative learning module, everyone in a class is a teacher and a learner, and all participants contribute to the richness of the learning environment. Similarly, ITJ learning environments foster self-managed learning. The learning facilitators, who are teacher practitioners, play the critical role as guides and devil's advocates. They ensure that the the module's schedule is maintained, that all material is effectively covered, that assignments are understood and completed and that everyone actively participates. They also work to challenge the students by asking probing questions and encouraging participants to consider different perspectives and to explore new ideas. The modules' final projects and other major assignments are evaluated by subject matter specialists such as college professors. Occasionally, specialists and scholars will also be invited to classes to participate in a discussion forum. One of the most important features of all ITJ modules is their focus on the practical application of knowledge in a teacher's classroom. As a result of this focus, ITJ modules will depend greatly on experiential learning and practical experience. Homework assignments will often encourage participants to use their Japanese language classrooms as living laboratories and dynamic extensions to the ITJ learning experience. In and effort to keep the time demands of ITJ modules to a minimum, the modules are designed so that much of the classwork can be used in a participants classroom.

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