Online, Nova Southeastern University, Indiana University, and University of Illinois. In 

addition the report includes three Canadian institutions that just had entered the field of online 

learning: the Southern Alberta Institute of Technology, Athabasca University, and the 

Technical University of British Columbia. Finally, the report mentions the following 

institutions to watch: The University of Industry in England, New York University, 

Pennsylvania State University s World Campus, Jones International University, Royal Roads 

University, Northumberland Institute, and the University of Waterloo MoT Program. 

In a conclusion presented in the CISAER interim report, Robin Mason wrote: 

The North American listing is intentionally partial and attempts to provide a 

range: small one off courses by niche organisations, web courses provided 

by distance and continuing education divisions of large universities, courses 

which are fully web based and courses which are only partially web based. 

Most provide (human) tutoring, but a few do not; most have fixed entry and 

exit, but some do not. The aim of the North American selection has been to 

show diversity and range of applications of web use. 

The extensive listings provided by the TeleCampus Online Courses database 

indicate much more web activity in North America. However, the listing is 

restricted to courses which are wholly delivered on the web, but 

significantly, also includes courses offered as part of campus programmes. 

This database indicates a 76% origin of web courses in the US; 19% from 

Canada; 3 % from Australia and 2% other. Obviously the method of 

gathering information accounts for the low representation of European 

courses, but another element may be that European uses of the web are not 

in the  wholly online  category and hence would not qualify for entry in this 

database. 

As a result of a visit to North America and attendance at a number of web 

related conferences, we are aware of a significant increase in web based 

teaching activity even by comparison with a year ago. A very recent 

publication, Distance Training (Schreiber and Berge, 1998) also catalogues 

a range of North American companies, business and government 

organisations which are rapidly moving face to face training to web based 

delivery. We visited one such company   US West   and was shown a very 

impressive and extensive web based training programme. We also visited a 

number of universities and colleges which were embarking on substantial 

programmes of web based delivery of courses. Teams had been assembled 

to carry out the work, including technology specialists, subject specialists, 

evaluators and a director to oversee and coordinate the work. In short, web 

based teaching has moved beyond the trials stage and into strategic roll out. 

Some examples of Canadian institutions are included in the following: 

Mount Royal College [25] (

http://wwwacad.mtroyal.ab.ca/adc/accn/index.htm

) in Canada 

offers a course about nursing. ACCN 1300 Physiology is the first complete online course in a 

series of courses offered by the Advanced Studies in Critical Care Nursing (ACCN) Program. 

The course has been developed for use with Netscape 3.0 and makes use of ToolVox plug in 

37