Computer and internet technology has revolutionized the way of teaching and learning. Students are no longer restricted to resident education. Nowadays, the instructor and the students can stay in their respective locations and communicate via the Worldwide Web. Remote/online education has become increasingly available and popular. Here I'm using Turf 235 ("The Turfgrasses", world campus) as an example to demonstrate online instruction.

Construct instructional modules:

Instructional modules are usually designed with web versions of Powerpoint slides used in regular classes. Linear instructional modules are typically composed of a linear series of instructional units/webpages, each containing narrative text, graphic images, and navigational icons to lead learners to move back or forth. In order to enrich the student-centered/learner-controlled learning environment, loop-imbedded (non-linear) modules have emerged. Specialized clarification, prerequisite, and elaboration loops, which were imbedded in the linear pathway, can better respond to varying needs of a highly diversified student body.

• A sample loop-imbedded (non-linear) instructional module "Annual bluegrass: Physiology and culture".
• A PDF presentation to demonstrate the features of this sample loop-imbedded (non-linear) module.

Course web site:

Below is a snapshot of the course profile of Turf 235 (world campus, fall 2007).

A collection of instructional modules can be found in "Table of Contents". Students can explore these resources independently and are asked to complete a series of quizzes and exams before certain deadlines. Quizzes and exams are automatically graded and recorded by the web site. Below is a snapshot of some instructional modules used in Turf 235 (world campus, fall 2007).

Students are also required to participate in forums designed with the format of discussion boards. Practicums are created to foster group discussion and creative thinking. In each practicum, students are each assigned with a particular question in turfgrass physiology/management. Each student is asked to post an initial answer to his/her own question and to pose two questions to each of the initial answers posted by his/her group mates. Then the student is required to modify his/her initial answer by incorporating opinions of the group mates and to post a final answer. Both the final answer and the participation in group discussion are graded by a teaching assistant. Students are also encouraged to use the forums as a communication platform where they can post any questions related to this course. These questions can be answered by the instructor, the teaching assistant, or any of the students in a timely fashion. Below is a demonstration of one of the practicums in Turf 235 (world campus, fall 2007).