Online learning in sociocultural context

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 sociocultural factors. This study investigates sociocultural 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.