Abstract
As the demand for online education continues to increase, institutions are faced with developing process models for efficient, high-quality online course development. This paper describes a systems, team-based, approach that centers on an online instructional design theory (Active Mastery Learning) implemented at Colorado State University-Global Campus. CSU-Global Campus is a newly-created online campus within the Colorado State University System, and launches in Fall 2008 with fully-online undergraduate degree completion programs and Master’s degrees.
Highlights
AND OVERVIEWDeveloping or creating an online course is a highly complex and multifaceted process
In order to meet the growing demand for quality online education, a course development model that provides a common framework for consistency, design, pedagogy and content can be very effective
The notion of collaborative course development is well-described in the literature, in the context of team dynamics, instructional design, and course quality [1, 2, 3, 4, 5]
Summary
Developing or creating an online course is a highly complex and multifaceted process. The notion of collaborative course development is well-described in the literature, in the context of team dynamics, instructional design, and course quality [1, 2, 3, 4, 5]. Institutions such as Park University, which employs a standardized online course development model incorporating collaborative efforts among faculty and instructional design staff, have reported positive results [6]. This paper will examine the collaborative online course development process from an administrative perspective, and present a systemized approach to developing, implementing and managing high-quality, streamlined online course production
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