This paper addresses the design of a full credit remote access module as part of an undergraduate degree course in Sound Recording Technology at a public university in Texas. While audio engineering has been historically regarded by industry, and to a certain extent the corresponding educational sector, as a vocational skill, and as such, one that must be learned in practice, the client university required that all content be delivered, facilitated, and assessed entirely electronically—a challenge that necessitated a number of particular pedagogical approaches. This work focuses on the advantages and disadvantages of such a system for technical and vocational content delivery in practice.
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