Abstract
Audio-conferenced courses at the masters degree level require careful planning that combines attention to detail and flexibility. The Ontario Institute for Studies in Education functions as the Graduate School of Education of the University of Toronto and has conducted audio-conferenced courses at the graduate level since 1982. This extent of experience has enabled the authors to synthesize and integrate course evaluation results and their own experience as a learning designer and as a librarian into five key principles for course design and implementation. These principles emerge from a learner-centered view and are intended to facilitate productive and enjoyable learning processes.
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