n fact, technology has altered student expectations and thinking so much that technology integration is fast becoming second nature for many teachers.

Online courses tend to be more focused on the student instead of the student focusing on facts and information presented by the instructor.

Greater respect for the learner will be imperative to survival of any educational institution as society continues to move from industrial to information and onward to creative based enterprise

When developing an online learning community pedagogical models should be evaluated to provide the framework to design the online learning environment around.  The pedagogical models that reflect constructivism include; knowledge-building communities, cognitive apprenticeships, anchored instruction, PBL, virtual learning environments, cognitive flexibility hypertexts, and computer-supported intentional learning environments (Dabbagh & Bannan-Ritland 2005).  For online learning the strongest pedagogical models for online learning environments includes knowledge-building communities (Elliot, Cook, Monk, Burnett, & Lynch  2003).  Creating a learning environment with this focus in mind reinforces the concept of learning communities and connectivist based learning.  According to class discussion this can also include modeling based on microworlds, simulations, and virtual learning environments.  More and more technology developments specifically in Web 2.0 cater themselves to this model, which provides a sound basis for designing LMS with this model in mind.