Abstract
Informatics educational programs are increasingly being offered in a distance learning mode and are often taught by informatics educators who have taught in traditional settings, but are less experienced with online education. There are resources for developing online curricula, but these resources rarely address the tacit and unspoken assumptions that students and teachers bring to online educational programs. This chapter is designed to help the online educator become more aware of these unspoken assumptions and to develop strategies for making assumptions explicit, managing student expectations and preventing common problems that occur in distance learning programs. The concept of transactional distance as a theoretical framework for understanding and managing student and faculty expectations around the flexible class hours in asynchronous learning environments, the challenges of transferring teaching strategies from the face-to-face classroom, and the issues raised specifically by students and faculty expectations of the technology are discussed.
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