| Institutions seeking to attract students to online | | | | assessment), this article focuses specifically on the |
| programs should closely monitor the course | | | | importance of the course development process. |
| development process to ensure quality standards are | | | | Course Development |
| being met. This case study delves into this process | | | | Institutions should approach online course |
| using a systems approach to transactional distance | | | | development with the same academic standards that |
| education. A survey of faculty, instructional support | | | | they use for their on-campus courses; in fact, |
| personnel, and administrators at a university in the | | | | courses should retain the same curriculum standards |
| infancy of its online program delivery reveals an | | | | and assessments as their campus counterparts. A |
| interesting difference of opinion among those | | | | review of the literature supports several critical |
| involved in the course development process. for | | | | guidelines for quality in online course development, |
| more details visit to .Higher education is faced with | | | | specifically: |
| increasing demands from students and corporations | | | | * Online course content should be subject to the |
| to provide online-delivered degrees and programs. | | | | normal process of collegial decision-making. |
| Along with creating anywhere-anytime access for | | | | * Course development should include learning |
| these students, colleges and universities must | | | | outcomes that are appropriate to the technology. |
| recognize and concentrate on a variety of demands | | | | * Instructional materials need to be reviewed |
| that come with providing online education. | | | | periodically to ensure that they continue to meet |
| Students in higher education are demanding academic | | | | program standards. |
| programs that are convenient and accessible, and | | | | * Courses should be designed to allow students to |
| institutions, not wanting to be left behind in the | | | | engage themselves in analysis, synthesis, and |
| marketplace, find them embracing online technologies | | | | evaluation as part of the course and program |
| because it is "the new thing." And in their efforts to | | | | requirements. |
| convert campus-based programs, may overlook | | | | * The design of the course and the software used |
| quality in the course development phase. Research to | | | | should include features that help support and define |
| date has identified several critical issues that | | | | boundaries for online interaction. |
| institutions should resolve before implementing a | | | | * Features of the course and its platform should |
| distance education program, including the identification | | | | support and define the boundaries for online |
| of effective teaching methods and pedagogy, | | | | interaction. |
| ensuring adequate access, communicating course and | | | | To summarize, characteristics identified by students |
| technology expectations, and providing the necessary | | | | and faculty as having the greatest impact on the |
| infrastructure support to students and faculty. In | | | | perceived effectiveness of the program included: |
| trying to meet these demands, institutions should | | | | student motivation, faculty dedication to courses |
| strive to develop clear, articulated objectives and | | | | teaching/students, relevance of content to career, |
| continually assess the effectiveness of their efforts, | | | | ease of access to technical support, and ongoing |
| because efforts that are not grounded in sound | | | | evaluations of the program and student academic |
| educational practice or learning effectiveness will not | | | | progress. These critical issues which need to be |
| produce a quality product. Drawn from a study | | | | resolved prior to any implementation of distance |
| researching quality inputs of distance education | | | | education programs include the identification of |
| programs (institutional support, course development, | | | | effective teaching methods and pedagogy, ensuring |
| the teaching/learning process, course structure, | | | | access, communicating expectations, and level of |
| student support, faculty support and evaluation and | | | | support. |