As we move from a focus on data acquisition to a knowledge-based society, just-in-time and just-in-place education is becoming a necessity. Web-based education (WBE), an innovation of the twentieth century, provides anytime, anyplace education to anybody— irrespective of time, social status or distance. WBE extends from same-time-same-place (synchronous) to anytime-anyplace (asynchronous) environments (Aggarwal & Legon. 2003; Zhang, 2004). With advances in the Internet and the Information and Communications Technologies (ICT), the traditional emphasis on classroom instruction is disappearing and the particular media used in instruction is becoming less relevant (Alavi & Leidner, 2001; Benbunan-Fich, 2002; Berghel & Sallach, 20041). Learning can be accomplished through face-to-face class meetings or using the radio, CDs, television, or the Web. Just as in face-to-face education, it is becoming feasible to develop learning skills and critical thinking through the Web (Zhang, 2004). Many researchers are suggesting a “blended” approach, where part of the class is offered online and another part of the class is face-to-face (Turoff & Aggarwal, 2004). This gives the stakeholders, the nuclei of WBE, flexibility in selecting the medium of instruction.