As university-level distance learning programs become more and more popular, and software engineering courses incorporate eXtreme Programming (XP) into their curricula, certain challenges arise when teaching XP to students who are not physically co-located. In this paper, we present the results of a three-year study of such an online software engineering course targeted to graduate students, and describe some of the specific challenges faced, such as students' aversion to aspects of XP and difficulties in scheduling. We discuss our findings in terms of the course's educational objectives, and present suggestions to other educators who may face similar situations.
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