Abstract
Distance learning technologies may be regarded as the means to accrue instructional economies, but more importantly they create opportunities for enriching the higher education learning experience in imaginative, mixed-media ways. This article describes an experimental course on State Public Policy taught at Virginia Tech's Center for Public Administration in which spatial, temporal, pedagogical, and study-practice distances were transcended by a coordinated strategy of converged instruction. The course design sought to establish a multiple yet focused set of connections between students disbursed throughout the state on the one hand and the policy-making process in the state capital on the other, thereby immersing the class in the realities of intense legislative-session politics and policy.
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