So, maybe interactive courses with chat rooms or discussion boards are a better solution for your needs, especially if you wish to provide collaborative learning environments where application, analysis, synthesis, and evaluation levels of learning can take place?

Maybe you think video, audio, and animation will be more motivating for your learners? Use caution here; even with the advent of streaming technologies, static images or text might better serve your learning objectives, plus your learners won’t have to install plug-ins or deal with slow downloads due to small bandwidth. If you think your training is going to be delivered over the Internet to learners with 28.8 modem connections, think hard before using video and audio. That said, it still can be done effectively!

For example, go visit Mable’s award-winning Interactive Frog Dissection Tutorial. Her team used a combination of still images and video to demonstrate their instructional objectives; then, they used clickable image maps to provide practice and feedback. Very clever...

http://curry.edschool.virginia.edu/go/frog/home.html

(Guess what? You're going to get a chance to hear Mable talk about the design and development of this tutorial in class on April 28! She wants you to ask LOTS of questions!)

TIP: Sometimes the worst examples of WBT are training programs previously produced on paper and then converted for delivery over the web with little thought or modification. You probably won't be surprised to know this happens quite frequently! In fact, you might be asked to do this for a future employer... do yourself a favor and make sure you take into account your audience, business need, conversion difficulty, course popularity, and course content area (see Hall p. 164-165 for a more detailed explanation) before embarking down this path.