Abstract
Computer technology and the Internet allow for increased interactivity in distance education. On- line learning communities are being created. Students are engaging in discourse, and socially con- structed learning is taking place. Socially constructed learning cannot be packaged in neatly defined learning goals. It is hard to measure whether the discourse amongst the learners truly generates new skills, insights, and know- ledge and in what ways the features of the virtual site support the learning process. The paper explores the format of selected online distance learning spaces for teachers, presents possible evaluation criteria, and discusses the applicability of the criteria to the evaluation of such a variable distance education format.
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