A study was undertaken to develop and pilot an assessment model for an on-line, college-level, French civilization course. The model was applied to examine the effects of this instructional mode on teaching and learning, noting opportunities for faculty-student contact, speed and type of feedback, time on task, and concerns with learning styles. Characteristics of student participants were also analyzed to determine degrees of technological skills required, preferences concerning structured environment, and active learning initiative. In addition, the model was used to assess the demands on faculty in terms of workload, technological ability, and reflective teaching. Multiple measures were used to assess the model's utility; those findings are examined and implications for pedagogy, curriculum, and future research are discussed. Contains two references. (MSE)