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dc.citation.epage27en_US
dc.citation.issue3en_US
dc.citation.jtitleJournal of Interactive Instruction Developmenten_US
dc.citation.spage7en_US
dc.citation.volume18en_US
dc.contributor.authorHai-Jew, Shalin
dc.contributor.authoreidshalinen_US
dc.date.accessioned2010-03-24T19:36:39Z
dc.date.available2010-03-24T19:36:39Z
dc.date.issued2010-03-24T19:36:39Z
dc.date.published2006en_US
dc.description.abstractUsing qualitative inductive analytical approaches, this paper examined the curricular structures of twenty-two (22) online courses (both fully online and hybrid) randomly chosen from Shoreline Community College’s (SCC) course archives to explore how structural elements enhance online learner interactivity and experiences.en_US
dc.identifier.urihttp://hdl.handle.net/2097/3277
dc.relation.urihttp://www.salt.org/salt.asp?ss=l&pn=jiiden_US
dc.rightsPermission to archive granted by Carrie Vespico, Feb. 26 2010.en_US
dc.subjectOnline coursesen_US
dc.subjectCurriculumen_US
dc.titleUsing Archives to Analyze Online Curricular Structures at a Community Collegeen_US
dc.typeArticle (publisher version)en_US

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