An important identification of these new roles can emerge by distinguishing the characteristics common to traditional classroom teaching and technology-based teaching (Marin and Moncada, 2010). Easton (2003) clarified that technology-based teaching should be effective and does not consist of reading a text on the web and returning to the textbook without using any means to communicate with others. Similarly, Wallace (2003) highlighted the importance of identifying new roles of teachers and students in technology-based courses. He clarified that teachers of such courses should be able to organize online discussions, present direct instructions and provide immediate information