Conclusion
Online course pedagogy is similar to that in traditional and other non-online courses, in terms of methods: lecture, demonstration, need for student engagement and interaction with subject matter, need for student attendance and for measuring such, need to foster student collaboration with professors (or tutors), other experts, and other students, and need for evaluation of student. Methods for facilitating these pedagogical aspects are currently very different in online compared to non-online courses, due to the need for use of electronic, probably space and time independent, communication and media in online pedagogical accomplishment; these differences are increasingly lessened as electronic communication and media are used to support non-online course offerings.
Processes and tools supporting facilitation of online course pedagogy accomplishment do exist, but must be identified and used if this accomplishment is to be optimized. Such use of processes and tools should often be supported by special training or special personnel, or both.
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