Abstract
In pedagogical literature, asynchronous, computer-mediated courses have been promoted as an interactive mode of course delivery. However, few studies have evaluated the effectiveness of different teaching strategies in this medium. In this paper, I describe the development of my asynchronous course and outline the fundamental dilemmas in attempting to achieve interactivity in this medium of course delivery. I discuss issues of pacing the course, grading, monitoring discussions, and incorporating Internet-based material into the course. Each of these considerations should be addressed in future research on asynchronous courses.
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