The information presented at the start of a course can effectively drive the way in which students and staff respond to the online experience. If the emphasis is on participation and giving, as opposed to individual narrowing of scope and prescribing, opportunities are afforded for lecturers and students to wholeheartedly engage in a meaningful, lasting, and at times profound exchange. Knowing what the new environment offers can lead to new realms of learning for each party (Dysthe, 2007). If the staff and students are not clear about the nature of the learning that they are engaged in, it is unlikely that a rich learning experience will eventuate.