Whether in face-to-face or distance mode, courses result not-simply from informed input and pedagogic planning from an academic team but, as Thorpe (1988: 120) maintains from 'a process of interaction between the learner and any materials, staff or facilities associated with the achievement of [those courses]&'. This synergy suggests that learners have a pivotal role to play not only in revealing the short-term effectiveness of instructional design and teaching strategies but also in contributing to their long-term development.
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