This article recounts the author's experiences teaching two political theory classes for the Virginia Tech CyberSchool initiative during the summer of 1996 using the World Wide Web as the near-exclusive method of delivery. It documents the planning and implementation processes, taking into specific account the role played in these processes by administrative and technological constraints. The possible roles of Web-based course delivery for large universities are discussed. The article concludes with a consideration of what the authors would change in subsequent iterations of this project as well as what he would not change.
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