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Proponents of online learning claim that it can transform education by promoting student‐centered communication, collaboration, and inquiry. Yet these claims must be weighed against the actual implementation of online learning, which is influenced by a broad range of sodocultural factors. This study investigates sodocultural factors that helped shape a computer‐based English as a Second Language (ESL) writing course in a conservative Christian college, factors that included a complex relationship between teacher, researcher, and students.
Mark Warschauer (1998) studied this question.
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