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The aims espoused by institutions of higher education often entail the development of students’ character. Rarely, however, are these character development aims connected to the unique design and delivery of distance education programs, and the research literature that explores the moral and character development aspects of distance education is sparse. This case study examines instructor and student perceptions of approaches, instructional methods, and other factors that contributed to perceived character development in a fantasy literature distance education course. The findings indicate that the instructor and students perceived myriad kinds of character development and corresponding approaches and methods for bringing about such development in the context of the course. This article considers possible implications for character development in the context of distance education and directions for future research.

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This document was originally published by Berkeley Electronic Press in Journal of College and Character. Copyright restrictions may apply.