For more than two decades, online education has been touted for its ability to provide access to academic programs that would otherwise not be possible. While many distance courses are designed with flexibility and autonomy in mind for learners who are also working adults, at the same time a great emphasis is placed on the need for interaction, as an attempt to replicate the benefits of dialogue afforded in face-to-face settings. This session will explore the design paradox that underpins the planning and development of online courses and programs, contrasting the focus on learner independence with social and academic requirements for a planned interdependence in the course design strategy.
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