Abstract
Developments in flexible delivery are making increasing use of Web-based materials. This is an important development at all levels of education. It is becoming an important area of interest in school education but it is even more clearly influencing university education (see for example Monash's LTOP) and TAFE institutes. New delivery environments are being created, and for many enthusiasts this heralds a new age in educational advance. It could help to overcome some of the worst inequities of our current selective and culturally prescriptive education systems. It could give students anywhere access to important information and ideas, and it has the democratic ideal at its heart. Accepting all that, there are many issues surrounding the use of Web-based teaching, such as how should it be organised to maximise the potential benefits of flexibility? Is there a role for teachers and if so what should that role be? What criteria do we need in order to judge the quality of a flexible delivery program? The need is for research in this area which will help to develop an appropriate pedagogy for the Web. We could call this appropriate pedagogy a 'webagogy', and in this paper we shall consider how research could assist in developing webagogy.