Heather Kanuka, Dave Collett, and Cynthia Caswell

Abstract
This study was conducted to extend our understanding of the impacts on instruction when asynchronous text-based Internet communication technology is integrated into distance courses. The researchers interviewed twelve university instructors to examine Berge's (1995) four roles of the use of technologies as an interview guide. Moore's (1972) theory of transactional distance was used to interpret the data. The results revealed that as university instructors in distance education programs gain experience, they found it was possible to translate many face-to-face instructional strategies to the online classroom and learn the technical aspects necessary for effective use of asynchronous text-based Internet communication tools. However, most instructors continue to experience a tension between structure, dialogue, and autonomy.