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==Applying Interactive Learning==
In order to be effective, learning institutions must see computers and associated technology as an essential part of the student. In other words, technology must be seen as cognitive prosthetics.<ref>{{cite book|last=Johnson|first=S|title=Emergence: The Connected Lives of Ants, Brains, Cities, and Software|year=2001|publisher=Scribner|___location=Toronto}}</ref> The core concept of [[distance education]] is that the real world becomes the learning environment; in this environment, the purpose of the instructor is to help facilitate the absorption of knowledge through both real-world and virtual learning experiences.<ref>{{cite web|last=Nilles|first=J|title=Some Historical Thoughts on the ee-Learning Renaissance|url=http://www.innovateonline.info/index.php?view=article&id=346|work=Innovate|publisher=Innovate Online|accessdate=2007-09-19}}</ref> Historically, one of the obstacles to [[distance education]] is the lack of face to face contact. The use of technology as
For delivery of synchronous content, technologies such as [[videoconferencing]] and [[web conferencing]] are typically used. An example of this is the growing use of [[Skype]] and [[GoToMeeting]] for virtual class discussions and lectures.<br />
For asynchronous content delivery, course designers use a variety of software suites that include various types of interactive elements. Programs such as [[WebCT]], [[Knowledge Forum]], [[FirstClass]], [[Raptivity]] and [[Blackboard Learning System]] attempt to ameliorate the lack of contact with online discussion forums and bulletin boards.<br />
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