Depending upon the needs of the course and upon the quality of systems that the students have, an instructor has many options available simply in a website. Ignoring all other facets of pedagogical method involving the internet in general, such as newsgroups, e-mail, internet relay chat, MOOs, and the growing number of other alternatives, one can develop a solid course supplement on the world wide web. The teaching of the professors whose pages I created use the pages in different ways and with different levels of dependence. I cannot comment too far on their individual attitudes toward the web; however, the differences between distance education courses and computer aided instruction (CAI) classrooms on campus is remarkable.

For one, not all students in a distance education course have access to the world wide web. For some, FAX machines are the highest level of technology they will use all semester. Therefore, the IHETS 103 and IHETS 104 put nothing on the websites that could not also be handed out or faxed. We could not count on using webtext sources. We could not count on peer evaluations occurring on-line. In my own course, I did not always use the website's potential, but I always knew that the option was available. My students all lived on or near campus, so I knew that aside from using the website in class, they could access it from a university machine at any time. Because of their easier access, my own teaching was made easier in ways--and yet more demanding in others.

I was able to work without a textbook, having all of my reading assignments on-line and accessible for the students during our classes. This alternative was not an option for either IHETS instructor because not all of the students have computers. For me, the course website became a means of presenting material with my own voice as well as with the images from the web. For most of our distance students, the web was not available while they were watching from their sites. And whenever we attempted to use the computer on screen, the fonts were too small, or the sites we wanted were not working, and always, the students were not able to spend their own time controlling their experiences of the web. However, in teaching in a room with computers available to everyone at once, and asking the students to independently read material from the web led to distracted students in my class. It often turned from reading class assignments to checking e-mail until I caught them and put them back on task. Thess pedagogical differences no doubt effected my in class ethos.

Because I was in the room with my students, I didn't try as hard on the website to engage in mixing of the three types of link functions as I lay on a page detailing the variety of options for combining the link functions. When I teach my own class again, I know that I will make several changes in the website, reflecting some of the linking strategies I have considered in this hypertext. My theory of ethical linking has changed in light of the analysis I have performed on my own work and in light of the writing I have done generally for the theory nodes of this hypertext project.