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The number of educational programs available through the Internet is growing at an exponential rate. However, like past models of distance education (DE), many appear to be direct descendants of traditional correspondence programs. Internet-based DE programs often rely heavily on self-instructional text, failing to promote interactivity among students and instructors. Although telecommunication technologies are being used to increase access to educational programs, they are not necessarily being used to enhance the educational experience. This article examines the systematic design of a graduate-level unit of instruction on analyzing prejudice created specifically for delivery on the Internet. It discusses the analysis, design, development, and formative evaluation of the interactive World Wide Web site, illustrating how models and theories of human learning and instructional design were used to develop the innovative program. Emphasis is placed on strategies used to promote interactivity, active learning, and the development of learning communities. Reflections concerning the tools and techniques applied during program development serve as guidelines for future development.
Hirumi et al. (Sun,) studied this question.