This paper addresses many of the key issues facing designers of web‐based university level courses. Drawing from experience in distance education and web‐based design, we develop a set of key components to be addressed when creating an ‘ideal’ online course. Such an analysis forces a consideration of what constitutes good online teaching as well as good use of the technologies that are more and more present in our instructional environments.
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Carr‐Chellman et al. (2000) studied this question.
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