Abstract
This study provides practical "nuts and bolts" advice on developing and teaching a new online course for first-time online instructors. The advice is predominantly based on the observations and experiences of two instructors who developed and taught online courses for the first time on the "maiden voyage" of a newly established online MBA program and subsequent online teaching experiences. The lessons learned the "hard way" are discussed so instructors who are developing and teaching online courses for the first time within the context of a new program can avoid some "learning curve" problems.
Highlights
The College Of Business (COB) at a regional university decided to offer an online MBA
This study provides practical “nuts and bolts” advice on developing and teaching a new online course for first-time online instructors
The advice is predominantly based on the observations and experiences of two instructors who developed and taught online courses for the first time on the “maiden voyage” of a newly established online MBA program and subsequent online teaching experiences
Summary
Audio-video streaming, video conferences and virtual classrooms (Abdellatief et al, 2011; Al-Dosari, 2011). Webbased learning enviroments normally include learning content delivery tools such as: Synchronistiic and nonsynchronistic conferencing sysytems, quiz modules, Infusing web-based technology into courses enables: Instructors to better monitor students’ study habits and performance and provide students with timely feedback on assignments, quizzes and major examinations. Synchronistic conference systems include the use of: Chatrooms, whiteboard, Students’ flexibility in managing their time as it relates to work, family and other social obligations is increased when they take online courses. Universities offer online courses and programs to increase enrollment and educational attainment for students and the local populace. Four percent of undergraduate students in the 2007-2008 academic year were enrolled in degree programs that were taught entirely as distance learning-an increase from 2% in the 1999-2000 academic year. Business achieved the second highest enrollment percentage in distance learning courses (24%) and degree programs (6%). Providing students with the opportunity to take online courses can be a winwin situation for both students and universities
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