1. Websites

Adult learners generally wish to find specific information and knowledge that is relevant to their immediate needs. While many adult learners think that further education would benefit them, often they are not interested in the formal academic system. Adult learners commonly are working or raising families and do not have the time and energy to enroll in a traditional long term course. They are also often interested only in specific information that meets their immediate needs for instance, career development, work related learning, hobbies, interests, and self- improvement (Tennant, 1997). The new information technology, namely, the Internet for Web-based learning provides educators with many opportunities to address these needs.

The World Wide Web (WWW) can be used to deliver instruction via the Internet. Using the Web, together with other new information technology tools, educators can build a virtual classroom to bring learners together for interactive education. There are many reasons why the web has provided learners with a useful and popular means of instruction. Learners can readily access internet. Internet and IT tools supports flexible storage and display . Internet and OIT tools provide a simple way to publish work, including multiple media elements.

Teaching via the web has great richness and potential to meet the needs of adult learners. The WWW can provide learners with a 'virtual library' as well as a 'virtual classroom' and a library that includes not just text documents but graphics, sound, video and virtual environments.

The web provides flexibility in terms of learners location, speed of learning and the time available to them. Instruction can now be highly interactive using multimedia. Learners can now benefit from instruction that meets their personal needs, active learning, gives rapid feedback, allows simulation of real environments, and also from faster and more effective teaching.(McManus, 1995).

The WWW can certainly assist learning and meet the needs of adult learners. In addition, electronic media are not only means to deliver instruction but they can help the process of learning. Research shows certain media are particularly suitable for specific learning tasks, learning situations, and learners' characteristics. The web is not always effective in educating users. Many researchers state that the method of using media based learning is more important than simply choosing an attractive medium for the delivery of instruction. Instructional design is very important for effective learning. Many educators think they can just transfer teaching and learning from the classroom to a computer, without modifying their approach and do not achieve results.

It is very important to develop strategies for learners to learn. Learners needs and research into what helps them learn must be the foundation of WWW use in L&E. Passive teacher centred learning can be found on www as well as in classrooms. The materials must be developed to meet the needs of learners with different learning styles and at different levels of skill. So now, we have realized why and how the World Wide Web can provide new opportunities to deliver instruction over the Internet. We have discussed how the web-based technology has great potential to meet adult learning needs by providing personalized interactive computer multimedia instruction. We can see different methods and techniques have been delivered through the Web.

Finally, we can conclude that the World Wide Web Provides new learning opportunities for Adult Learners in a variety of learning styles, as long as it is used in a sensible way on sound pedagogical principles.

2. E-mail

E-mail - is a communication tool which gives interaction with lecturers/teachers/ community of interest/community of practice Electronic mail, stated simply, is a text-based cross between a personal letter and a telephone message. Computer conferencing ("Usenet NEWS" on the Internet) is a text-based cross between a newspaper and an asynchronous town meeting. Interactive Telnet sessions allow users to directly access programs running on remotely-located computers, such as searchable information databases, and use them. FTP sessions allow users to access and copy large files of information from remotely-located computers.The followings are typical capacity of E-mails for Adult Learning.

In practice, teachers could use electronic mail to share learning activity ideas with other teachers in other cities, states, or countries, or help your students to share information for a project that they are completing collaboratively with students in other locations. Teachers could use computer conferencing to participate in a group discussion of current educational issues with other teachers with similar interests, help students to review and respond to other students' writing, or participate in a group simulation activity. Teachers and learners could search bibliographic, scientific, literary, or lesson plan databases located on computers anywhere on the Internet with interactive Telnet sessions. Teachers and learners could also acquire full-text versions of children's books or other historical, legal, or technical documents with non-interactive file transfers, or FTP sessions.

Person-to-Person Contact
E-mail account, once acquired, will have a unique Internet address. Although the forms of Internet addresses vary, they are constructed similarly. Let's take a look at my Internet address as an example. It is:
cho_bkk1@hotmail.com
Each part of the address is separated from the other parts by either a . (usually called a "dot") or a @ (usually pronounced "at"). In the example above,
cho_bkk1 is the username or account name,

Curricular Infusions
Electronic mail is probably the most well-explored telecomputing tool in instructional contexts at all levels. It has been used for projects ranging from comparative culture studies to foreign language practice to writers' workshops to scientific data compilation and analysis, helping students to collaboratively explore everything from folk games as reflections of culture, to grammatical rules, to the use of metaphor in original poetry, to the severity of pollutants in different places along a common river. Excellent examples of powerful ways in which electronic mail can serve as an interactive learning tool in many different disciplines.

4. CD-Roms

CD-Roms are interactive learning tools including graphics, animation and audio, normally accessed via CD-Roms or LAN and used for fundamental level, overview or prerequisite training. Multimedia based Learning (MBL), video and short articles (SA) can be delivered via this media. CD-Roms Provide opportunities, suggestions, and resources for independent learning. The design and graphics used on the CD-Roms give an adult look and feel lifely, and reduce the feeling of being treated. The adult learners from vary academic ability levels would be using this software effectively. As CD-Roms includes an interface, graphics, sound effects, narration, and video, they could effectively interac by the combination benefits of independent study and supervised lab work though allowing the user to control the rate at which information is presented while still proceeding through a lesson. CD-Roms benefit adult learning with flexibility and allow the adult learners to experiment, explore and learn more through environmental simulation.
For example, the CD-Roms ESL for self-study motivates learners to practice more speaking, including extensive exercises for pronunciation which learners can learn easily and also imitate the manner of articulation by listening and looking at the monitor.

In concluding, as has been described above that new information technology has many special characteristic suited to the needs of adult learning. Most importantly new technologies offer flexible learning convenient to the the adult learner's diverse lifestyles. Web-sites, CD-Roms, Powerpoints and E-mails offer great possibilities for interactive teaching and learning, for assisting presentation and storage of information and for flexible learning.

However, educators must be aware of weaknesses as well as strengths of new technologies. Educators should try to make sure that the technologies they select are appropriate. Knowing how to integrate new technologies into curriculum is a critical skill for teachers. It is not possible to simply transfer a curriculum designed for classroom to the internet. Although new technologies have many special capacities, it is the educator who is responsible for selection and designof learning systems based on sound androgogical principles.

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