This paper is academic in tone but no less readable for that. It opens with a description of the naive model of web-based delivery, which is characterised as "putting lecture notes on the Web". Not surprisingly this model is only recommended when preparation time is extremely limited, space on the web server is at a premium or the instructor is not up to speed.

The standard model makes some progress in attempting to use the technology to allow a significant degree of communication and interaction between students and staff. According to the paper, this is preferred in circumstances where either the instructor or the students are unfamiliar with web-based courses, paper-based submission of assignments is preferred or lectures cannot be pre-recorded.

The evolutionary model takes us further down the road to enhanced web-based learning with a variety of features e.g. pre-recorded audio lectures, animations, electronic assignment submission. This is recommended by the authors in circumstances where lectures can be pre-recorded, interaction and feedback is actively sought, and the instructor can ensure currency of the web site throughout the semester.

The radical model peels away completely from traditional classroom models and dispenses with lectures entirely. Instead, students are formed into groups, and learn by interacting amongst themselves, using existing Web-based resources, with the instructor providing guidance when needed.

This last model is recommended when the use of group work is paramount, students are technically adept and intrinsically motivated and sufficient resources exist on the Web to support the course content.

A bare-bones, bullet point paper which neatly (almost too neatly) condenses the issues but takes the reader some way down the road to an understanding of a range of web-based delivery practises and how they might be applied.