Because
of the blurred roles of students and teachers, more weight is placed on the learning
process/experience than upon roles. In other words, both students and teachers,
as learners, share their responsibilities in online learning. Morrison (1995)
argued that the learning process is unbounded by time (when one learns),
space (where one learns), mode (how one learns), pace (the
rate at which one learns), level (the depth of learning) and role (with
whom one learns). Therefore, it is not merely learner-centered; in fact, an online
learning community is a learner-driven process. While the learning is in transition
from teacher-centered to learner-driven, the focus which had emphasized the needs
of organization, government, and institutional is moving to a focus on community-centered
needs. This shift has made lifelong learning more important.