Online learning and the use of the World Wide Web in the classroom has dominated my course development time for the past two years. It is my experience that developing the History of America Since 1865 course online has enhanced learning for my on-campus students and allowed students I never would have met otherwise to experience the excitement of taking American history. In the fall of 1998, Danville Area Community College asked me to teach an entirely online class. I volunteered to adapt my American government course, and it filled quickly. Students said the course went well, so I put my American history course up in the spring of 1999. This course also filled quickly, and I told students they were part of an experiment in learning history. Nobody bristled at the idea of being part of an experiment, and they embraced the project. Registered students attended a one-hour orientation on campus in order to acquire the basic technical knowledge required by the online structure. I found that two students did not know how to turn on the computer and one also did not know how to use a mouse. Out of a class of eighteen, that might not be too statistically surprising, but I did ask why they had signed up for a computer course. Both of them worked and said that the course was the only way they could get the three credit hours they needed in history. I mentioned my video course, but they thought video courses were too impersonal. I agreed, and we decided to tackle the net together. The students were very fortunate that our college had created the position of technical advisor for our Internet course. Because of the small number of offerings at the time, her primary job was to help instructors put courses online. She also assisted students with Internet basics and the operation of our course platform, WEBCT. Without Laura Hensgen's help the first time through, the students and I would have been in big trouble. She helped both of my technically challenged students stay in the class during their early difficulties. In addition to Hensgen's efforts, I discussed technical questions with individual students during office hours, and posted some frequendy asked questions (FAQs) on our course web page to help clear up basic issues. Course content was presented in sixteen separate modules. Each module contained guided reading assignments, a quiz that was graded online, hyperlinks, and a bulletin board assignment allowing members of the class to share their thoughts on historical issues. I did not load lectures. Students were supplied with a set of course notes in their course study guide. Designing the modules proved to be both great fun and a great burden. I chose to develop them myself, which was difficult given my limited knowledge of web design. Once again I was fortunate that the college and my brother, who is a professional web designer, offered technical advice. I know there are some very nice courses already designed by the major book companies, but I wanted to see what I would come up with, and I hoped that sixteen years of teaching the course would plug me into what the students needed. It was in designing the modules that I found the benefits for my campus students. For example, in searching for links on prohibition, I discovered that an online source of missionary journals at Ohio State University contained articles written about the coal miners and bars in Westville, Illinois, a small town five miles from the college. My online students were able to read about the town and see how alcohol was an issue locally, and we visited the site in class and discussed the portrayal of