1 Designing for Difference: An Exploration of the Cultural Differences between Face-to-Face and Online Learning Andrew Sackville , Cathy Sherratt, Lindsey Martin, Mark Schofield, John Davey & Simone Kruger Edge Hill College of Higher Education Lancashire, United Kingdom Abstract This paper uses data from a range of evaluative research carried out at Edge Hill to explore the differences and similarities between face-to-face learning and online learning. Whilst there are many similarities, the design and tutoring of online learning appears more complex and demanding for both students and tutors. Part of the reason for this is the cultural differences that exist, eight of which are identified and analysed in this paper. These reasons include the technology (hardware and software) used in online learning, the actual processes of learning and teaching, and the products or outcomes of the learning episodes. The paper examines some of the design implications stemming from these cultural differences, and argues that the design and induction phases of teaching and learning are crucial to ensure the empowerment of learners who study supported online learning courses. Introduction This paper seeks to capture some of the major issues which have faced us as designers, teachers and researchers of supported online programmes over the last eight years. The programmes that are the focus of this paper have been aimed at experienced health and education professionals, who have been engaged in the processes of teaching and learning facilitation and support in their professions, using both face-to-face and online learning environments. The programmes include Postgraduate and Masters’ courses in Clinical Education and in E-Learning. The programmes have shared a common social constructivist pedagogy, and have all included a limited number of face-to-face sessions, although they have been primarily delivered by use of an online Virtual Learning Environment (VLE). Our ideas in the paper have developed from our immersion in the conceptualisation, design, and delivery processes of online programmes, and as such, we have undertaken extensive reflection and post-facto problematising. This has sat alongside evaluative research, which has been undertaken to both improve existing practice and to inform developing practice in facilitating supported online learning. Results from this research have been presented in conference papers and published. (Sackville 2002, Sackville & Schofield 2004, Schofield, Sackville & Davey 2006, Martin 2006, Kruger 2006, Sackville & Sherratt 2006) The paper has also been influenced by research and theoretical perspectives centring on issues of technology and society, web-literacy, asynchronicity, student distress 4ςΣΓΙΙΗΜΡΚΩ Σϑ ΞΛΙ ΩΞ −ΘΤςΣΖΜΡΚ 9ΡΜΖΙςΩΜΞ] 8ΙΕΓΛΜΡΚ −98 ∋ΣΡϑΙςΙΡΓΙ .ΨΠ]  (ΨΡΙΗΜΡ 2Ι[ >ΙΕΠΕΡΗ