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This study of computer-mediated instruction (CMI) in a U.S. research university - the site of nationally known innovations in this area - ties together a range of issues usually separated in discussions of instructional technology and examines soften slighted topics, such as the articulations of local and national practices. It questions the common vocabulary for making sense of CMI and contributes to educational change theory by showing how CMI has unfolded both from the top-down and the bottom-up.
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