Of all the attributes of effective online courses, the one that struck me the most was the attribute of intellectual interaction. As a designer of online courses for business management, leadership, and spiritual development, this for me is perhaps the most difficult to achieve. Anyone can create online content and have students access that content just by clicking, but transforming that material into a structural integrity format that is also learner centered and elicits intellectual interaction is a very difficult combination. Achieving some level of intellectual interaction with the material is not all that hard, especially if own the content for the course you are converting into the online environment. What I seen as a challenge is the ability find the optimal way to elicit intellectual interaction throughout each of the modules, lessons, and topics. If this is difficult to do when you all in the content that is to be transformed, I see it much more difficult to work with a faculty member that has never developed an online course and believes they are fundamentally the same. The nuances of learner centered learning and intellectual interaction are much more difficult to communicate to a faculty member that is just learning the online environment. In helping a major institution convert their classroom courses to an online environment, my biggest challenge is to reeducate faculty into understanding this transformation process. Most of these faculty members have never taught online yet have been offering these classes for a long time. Their assumption is that the selected platform for these courses will take care of those levels of details. As I continue with the other modules in this course, I become more aware of ways to convince them of the need to address the differences between face-to-face classroom sessions and the online environment.