The reason why they are missing is simple. A typical high school ISD course can be completed over a period of nine months to one year or longer with an approved extension. Students can enroll at any time they want. They move from one level of a course to another by taking sequential tests and turning in sequential assignments independently of any class or semester/quarter structure.

They do, however, interact with their teachers, who they typically have access to by phone or email.

A typical web-based high school ISD course includes password-protected access to a course management system (all of the six institutions interviewed for this issue of Educational Pathways had home-grown course management systems except for the University of Oklahoma, who uses WebCT) where students log-on to see their course syllabus and lessons. Students must purchase textbooks and any additional printed resources that may be required for the course.

The online lessons include text-based lectures, links to course-related web sites and other course materials, and guidance for students to complete assignments. Some schools have multimedia elements to enhance the learning experience, which are typically provided on CD-ROM instead of being video streamed due to bandwidth issues. Students complete written assignments and tests online and upload or email them to their instructors. Courses with mid-terms and finals may request that students take proctored exams.

Some institutions were adding more multimedia and interactive activities to their courses. In particular, the development of quizzes, exercises and games that provide instant feedback were high on the list of course add-ons. At Indiana University, for instance, Instructional Developer Larry Vandermolen was working on what he calls "interactive modules" with illustrations and animations designed to augment course materials. He sees a biology course, for instance, with interactive graphics and animations that help students learn about human anatomy.

At the University of Oklahoma, Senior Program Development Specialist Andrea Beesley was developing original graphics and flash animations. "We are also adding in other interactions such as crossword puzzles for courses that emphasize vocabulary in language courses," says Beesley. "We are also working on sounds . . . There is a wide range of multimedia options that we have."

Almost every institution interviewed was having instructional designers and faculty jointly produce online objective-format quizzes where students instantly receive scores and pre-written feedback explaining where they can go for more information online or what they need to more fully understand in relation to those questions they answered incorrectly.

UT Austin’s Project Manager, Online Mathematics Initiative, Joey Offer says that she sees high school online courses being developed at UT Austin with "more opportunities for students to collaborate and work together," particularly in classes where start and stop dates can be established. "If students can work together and collaborate and create a community, then absolutely that will be a better environment."

In the meantime, it’s the self-directed, self-disciplined student who shows the greatest promise of succeeding in any online high school course, within both independent study-based or class and time-dependent based online courses.