from the community's intended purpose. Second, rather than seeking to take on the role of an instructor or disseminator of knowledge, the facilitator recognizes that knowledge is an individual construct that is developed through interaction with other group members. Thus, facilitators within successful communities tend not to be pedantic, but supportive. And third, successful asynchronous communities permit a certain amount of leniency for play within their discourse. That is, communities that insist upon being overly stringent on etiquette and make no room for the social development that comes from play seem to drive away participants. Rather than enriching discourse on the targeted topic, such attitudes have a negative impact on group identity development and individual comfort levels which will, in turn, decrease overall involvement. Roles of instructors and learners Online learning requires a shift from a teacher-centered environment to a student-centered environment where the instructor must take on multiple new roles. The constructivist theory that supports asynchronous learning demands that instructors become more than dispensers of knowledge; it requires that they become instructional designers, facilitators, and assessors of both grades and their teaching methods. As instructional designers, emphasis is placed on establishing the curriculum, methods and the media through which the content will be effectively delivered. Once the design is in place and executed, the instructor must then facilitate the communication and direct the learning. Instructors typically have to be proficient with elements of electronic communication, as asynchronous courses are reliant on email and discussion board communications and the instruction methods are reliant on virtual libraries of e-documents, graphics, and audio files. Establishing a communal spirit is vital, requiring much time commitment from the instructor, who must spend time reading, assessing, reinforcing, and encouraging the interaction and learning that is happening. The student-centered nature of asynchronous online learning requires students to be actively involved with and take more responsibility for their own learning. In addition to their normal duties as learners, students are required to: Become proficient with the technology required for the course; Use new methods of communication with both peers and instructors; Strengthen their interdependency through collaboration with their peers. Strengths Asynchronous learning's greatest benefit to students is the freedom it gives them to access the course and its instructional materials at any time they choose, and from any location, with an Internet connection. This allows for accessibility for diverse student populations, ranging from traditional, on-campus students, to