The lecturer-centred model of OLL focuses on the production and distribution of teaching materials.
OLL does not treat learners as empty containers waiting to be filled with prescribed content.
OLL is never static, but reflects the dynamism of the learning communities.
OLL also develops the electronic communication skills.
The use of OLL to help learners better manage their time and learning style provides a viable flexible solution for today's busy learners (Table 1).
Hence, the focus of OLL should be on how to use the technology to enhance the learning outcome.
Given the current hype on the Internet technologies, the greatest misunderstanding of OLL is that it is another form of delivery apart from the print media.
In this section, the authors propose ways to improve the effectiveness of OLL (Table 2) in Singapore by assessing its implications on content design, faculty, learners, management, administrative staff and facilities.
OLL is about bringing the classroom to the students.
Because OLL pushes learning beyond class time and physical boundaries, the on-line material can involve the learners in an individual way.
OLL can be extended to other global learners to generate revenue to recoup the development costs.
OLL is not a compensatory factor that recovers for poor curriculum design or ineffective teaching practice.
OLL calls for technological skills that academic staff may lack.
The facilitators took the groups' results and refined them into the agency's "Top 10 Customer Service Qualities of OLLS Employees.
Last year, OLLS began personal interviews with a sample group of members about their satisfaction with staff services.