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Chapter 1 Introduction 

1.1  Research Background  
As it often says that the relationship between society and time are mutually bound because  society  changes  with  time,  so  does  Education.  In  other  words,   paradigm shifts  in  society  result  in  similar  shifts  in  the  education  field.  Doherty  (2000)  states that  paradigm  shifts  are  usually  an  indication  the  present  frameworks  can  no  longer support and meet the current needs of society. According to Kang (1998) education is transformed  from  home-based  apprenticeship  to  mass  education  under  centralized government  control  from  agricultural  age  to  industrial  age.  With  increasing  theories being introduced, more holistic approaches have been developed to guide instruction, instead of breaking instruction into pieces as in the industrial age paradigm. Since the paradigm shift in education is moving towards learner-centered instruction, new ways to  provide  learners  with  holistically  sequenced  instruction  has  become  a  necessity. society  today  is  filled  with  massive  information  that  must  not  only  be  instantly processed  but  also  scattered  in  a  timely  manner  as  in  an  information  age.  (Clark  & Mayer,  2003;  Dietz,  2008;  Rosenberg,  2001).  Therefore,  education  has  responded  to the  current  shifts  in  society  to  Information  Age  via  the  creation  of  cyber-learning; what Doherty (2000, p. 2) has called “a ubiquitous, pervasive learning environment – anytime,  everyplace,  anywhere  learning  for  everybody.”  Rosenberg  (2001)  shares with  Doherty  by  elaborating  that  “whether  it’s  online  training  or  knowledge management,  the  premise  of  e-learning  is  that  it  can  be  assessed  anytime  and anywhere  it’s  needed.”  A  new  day  comes  to  education,  and  Open  and  Distance Education  (Online  learning)  is  the  sign  of  the  time.  Society  is  experiencing  an educational  explosion  in  the  learning  industry.  In  the  second  survey  of  its  distance education  programs,  the  United  States  Department  of  Education  has  reported  that  in 1998 over 1.6 million students enrolled in 54,000 online courses nationwide (Doherty, 2000). A study is conducted by educators and analysts at Sloan Consortium, a group that supports online education, reported that “Online learning can be just as good as –if not better than- a classroom degree. 
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