Distance Learning

The role play article mentions a compelling idea in that "Several studies have even proved distance education to be more effective than face-to-face instruction" (98). We might question what effective means, exactly, but I have found that the intensity of the learning is better achieved through online environments. This is perhaps the case because one needs to be present in mind. Being physically present in a classroom does not mean one's mind is engaged, but an online student cannot simply sit there. He or she must type and contribute.
The virtual peer review was a bit more difficult for me to make connections with, since peer review tends to imply working with one's peers in a classroom setting. As Breuch mentions, the virtual environment does filter social cues (43), and sometime having students face-to-face hiders their ability to be critical of one another's writing. My main concern with peer review is the lack of quality that comes from it. Not all, but many students write few comments, and even less that are helpful. I have not tried a virtual peer-review with my students, but it is something I could consider in the future. I like to think the virtual classroom will help students write stronger responses about the writing.
Hewett and Ehmann take a grassroots perspective to online training. Training needs to, they claim, simulate "ss close as possible the actual teaching situations in which they will find themselves after training is complete." Can an online environment be effective for training teachers (who will teach face to face)? These are issues worth exploring further, but the teacher shortage and the increasing number of available online courses might make for a heavier presence of the web in teacher training in the future.