Hai-Jew, Shalin2010-03-242010-03-242010-03-24http://hdl.handle.net/2097/3277Using 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.Permission to archive granted by Carrie Vespico, Feb. 26 2010.Online coursesCurriculumArticle (publisher version)