The 1990s were a fascinating era for online learning. It was a time when the internet was transitioning from a niche technological curiosity to a mainstream tool, and with it came shifts in how educators and students interacted. Looking back at this decade, those clunky dial-up tones, the thrill of logging onto a BBS, and the excitement (and frustration) of navigating an online discussion forum. So much of what we take for granted today in digital education had its messy, experimental roots back then.

The Bulletin Board Systems: Pioneering Digital Learning Communities

Before the web became a ubiquitous presence, Bulletin Board Systems (BBS) were the digital hubs for early online communities. These systems, accessible via dial-up modems, provided one of the first experiences of remote, asynchronous discussion—an early precursor to today’s online discussion forums and social media platforms.

Bulletin Board System (BBS)

Using a BBS in the 90s was a slow, clunky, yet thrilling dive into early online communities.
Image credit: Wikimedia Commons.

Educators experimenting with BBS quickly realized their potential for fostering interaction in distance education. No longer did students need to rely solely on static learning materials; they could now engage in discussions, share resources, and develop a sense of community. However, BBS technology had its limitations. Access required technical know-how, connections were often unreliable, and participation was hindered by the expense of dial-up internet. Still, BBS paved the way for the virtual learning environments we use today. Despite never experienced BBS myself, I can’t help but wonder if using it felt just like my online courses these days.

The Web: Democratizing Access to Learning

With the advent of the World Wide Web in the mid-1990s, the educational potential of the internet expanded dramatically. Unlike BBS, which operated as isolated systems, the web provided an interconnected, easily navigable space where information could be accessed globally. Suddenly, educators could share materials more widely, and students could access a wealth of resources beyond their textbooks.

Do you remember the days of basic web pages and MySpace? They were ugly, clunky things, but the mere fact that it existed online for the world to see was exhilarating. Universities and forward-thinking educators saw the potential and began experimenting with faculty webpages, online syllabi, and rudimentary course portals. The idea that knowledge could be openly accessible and shared online was revolutionary—paving the way for the future development of Learning Management Systems (LMS) and Open Educational Resources (OER).

Computer-Mediated Communication: The Rise of Online Interaction

The mid-90s also saw the rapid growth of computer-mediated communication (CMC), encompassing everything from email and discussion forums to early instant messaging platforms (Hello AOL messenger and ICQ). For educators, this shift meant that students could engage in academic discussions without being physically present in a classroom. CMC allowed for both synchronous (real-time chats) and asynchronous (email, discussion boards) communication, leading to more flexible learning experiences.

But let’s be honest—early online discussions could be painful. Some found the lack of face-to-face interaction impersonal, while others struggled with the delays inherent in asynchronous discussions. This is still the same feelings some of us experience today. Yet, despite the growing pains, structured discussion prompts, moderation strategies, and clear expectations for participation eventually became the backbone of future e-learning models.

Ever wondered how internet used to sound like?

Click on the audio below to find out! (Warning, it can be annoying to some.)

Constructivism and the Shift in Pedagogy

Perhaps the most significant impact of 90s online learning was the growing recognition of constructivist pedagogies. Traditionally, learning had been heavily reliant on direct instruction—a model that didn’t translate well to the emerging digital environment. Without the ability to simply replicate lectures online (due to bandwidth limitations and a lack of video-streaming capabilities), educators had to rethink their approaches.

Constructivism, which posits that learners actively build knowledge through experiences and social interactions, provided a framework for leveraging the internet’s strengths. The web allowed students to explore topics independently, engage in discussions, and construct meaning collaboratively. Concepts such as “scaffolding” and the “zone of proximal development” became particularly relevant as educators sought ways to support learners in self-directed and peer-supported environments.

Looking Back, Moving Forward

The 1990s were a decade of experimentation and foundational growth for online learning. Bulletin Board Systems introduced the idea of digital learning communities, the web expanded access to educational content, CMC facilitated new modes of interaction, and constructivism provided a theoretical lens for rethinking pedagogy in the digital space.

While today’s e-learning technologies are more advanced, many of the challenges and opportunities first encountered in the 90s remain relevant. Issues of accessibility, engagement, and instructional design continue to shape online education. By reflecting on these early innovations, we can better appreciate how far we’ve come—and how the lessons of the past can inform the future of digital learning.

So, what do you remember about online learning in the 90s? Did you participate in early discussion forums or struggle with dial-up? Or were you too young to remember the 90s?

References

Weller, M. (2020). 25 years of Ed Tech. Athabasca University Press. https://www.aupress.ca/books/120290-25-years-of-ed-tech/

Course Reflection: When Modems Screamed and We Learned Anyway—A 90s Online Ed Throwback