Abstract
This case study examines asynchronous interaction and engagement with Business School undergraduate and graduate students over a three year period; few other studies have investigated online engagement over an extended length of time. It illustrates an overall course redesign process in response to learning experiences that attempts to:increase student interaction with course materials independently of tutorials and lectures,encourage more reflective practice on essay writing capabilities (from both the tutor and student perspective), andallow more productive use of face-to-face instructional time.
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