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AbstractThis article describes two learning activities on Greek art and my reflections on the design elements which were influenced by the principles and recommendations that are particularly useful for distance education. The project arose out of a desire to emulate online the classroom experience of studying and analysing images of Greek art and had two goals: to provide students (1) with an opportunity to practise on their own visual analysis and interpretation of Greek images and apply them to new examples; and (2) with comprehensive but progressive feedback that would guide them in their way of thinking to reach the correct answer. In the Greek Art module, the activity assists students in dating vase paintings. Each example offers a choice of chronological periods in which to place the image. Errors in selection are used constructively, with the feedback providing hints on which elements of the image to pay attention to in order to arrive at the correct dating. Correct answers are accompanied by questions guiding students to consciously justify their selection. In the Greek Mythology module, the activity assists students in the identification of figures involved in mythological depictions. By clicking on the figures students can see not only the correct answer but also a series of questions that guide them to justify their answer by referring to the specific features on which they based their identification. These interactive activities can be used at the students own pace and provide immediate and constructive feedback. At the same time, they allow reflection before the correct answers, given in small successive steps, are revealed. The activities are linked to learning outcomes and prepare students for future summative assessment. They are a pedagogically sound computermediated tool to encourage active, deep and reflective learning.