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Abstract
Courseware provides efficient data-management for higher education; however, less clear are the ways it serves pedagogical innovation and democratic practice. This article illustrates the challenges of creating an authentic online pedagogy through a case study of a graduate level teacher education course. While professional felt needs drive in-service teachers to achieve online interdependence, lack of proficiency with the technological side of courseware and tension between process and product pose significant challenges to developing an authentic and democratic online pedagogy.
Introduction
Courseware, also referred to as course ...