| Acknowledgments |
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xii | |
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List of Figures and Tables |
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xiii | |
| Introduction |
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1 | (4) |
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1 | (1) |
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1 | (1) |
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2 | (1) |
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2 | (1) |
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3 | (2) |
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5 | (14) |
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Reasons for Creating Online Programs |
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5 | (1) |
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Making the Case for Developing an Online Program |
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6 | (1) |
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Opportunities and Challenges of Online Education |
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7 | (1) |
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Advantages of Online Technology in Face-to-Face and Blended Courses |
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8 | (1) |
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Defining the Program and Target Audience |
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9 | (2) |
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11 | (1) |
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Overview of the Course Development Process |
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12 | (1) |
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The Benefits of Having a Digital Strategy |
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13 | (1) |
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14 | (1) |
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Choosing a Learning Management System |
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15 | (2) |
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17 | (1) |
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18 | (1) |
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2 Faculty Considerations for Building an Online Program |
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19 | (13) |
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Helping Faculty Transition to Teaching Online |
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19 | (3) |
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Preparing Faculty to Develop Online Courses |
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22 | (2) |
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Mentoring Faculty to Teach Online |
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24 | (2) |
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Faculty Compensation Models |
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26 | (1) |
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The Benefits of Designating Faculty Coordinators |
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27 | (1) |
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The Benefits of Employing Course Facilitators |
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28 | (1) |
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Recruiting, Developing, and Evaluating Facilitators |
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29 | (1) |
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30 | (1) |
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31 | (1) |
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3 Issues That Online Courses Must Address |
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32 | (19) |
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32 | (2) |
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Fostering Academic Integrity |
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34 | (4) |
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38 | (3) |
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Accommodating Students with Disabilities |
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41 | (1) |
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Marketing Online Programs |
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42 | (5) |
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Developing Marketing Collateral |
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47 | (2) |
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Student Data Security and Privacy |
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49 | (1) |
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49 | (1) |
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49 | (2) |
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4 Program Definition and Development |
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51 | (15) |
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51 | (1) |
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Selecting a Course Scheduling Model |
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52 | (3) |
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Selecting a Course Development Model |
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55 | (2) |
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Organizational Design to Support Faculty Wlio Teach Online |
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57 | (1) |
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Selecting Modes of Instruction |
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58 | (2) |
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60 | (2) |
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Selecting Synchronous Teaching Technology |
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62 | (1) |
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Developing a Marketing Plan |
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62 | (1) |
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63 | (2) |
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65 | (1) |
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65 | (1) |
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66 | (18) |
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Hiring and Training Enrollment Advisors |
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66 | (1) |
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67 | (4) |
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Developing a Recruitment Pipeline |
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71 | (1) |
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Developing a Student Retention Process |
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72 | (1) |
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Defining and Administering Contact Hours |
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72 | (2) |
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Defining Mid Administering Course Standards |
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74 | (2) |
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Identifying Lower-Cost Actions to Improve Program Quality |
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76 | (1) |
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Identifying Moderate-Cost Actions to Improve Program Quality |
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77 | (1) |
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Identifying Higher-Cost Actions to Improve Program Quality |
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78 | (1) |
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79 | (1) |
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Updating Marketing Collateral |
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80 | (1) |
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Managing the Program throughout Its Lifecycle |
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80 | (3) |
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83 | (1) |
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83 | (1) |
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6 Fundamentals of Course Design and Development |
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84 | (30) |
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85 | (1) |
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Using Design Standards and Award Rubrics |
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85 | (1) |
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Designing for Meaningful Interaction |
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86 | (4) |
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Defining Goals and Learning Objectives |
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90 | (1) |
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91 | (3) |
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94 | (1) |
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The Roles of Assessments in Courses |
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95 | (5) |
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Planning Learning Activities |
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100 | (2) |
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Designing for Students with Varied Preparation |
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102 | (1) |
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Aligning the Content by Topic |
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103 | (1) |
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104 | (1) |
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Developing and Implementing Content |
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105 | (1) |
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106 | (1) |
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107 | (1) |
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Addressing Delayed Development |
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108 | (1) |
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Building Courses to Facilitate Updates |
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109 | (3) |
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112 | (1) |
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113 | (1) |
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114 | (31) |
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Hiring Designers, Support Staff, and Videographcrs |
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115 | (4) |
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Planning Course Development |
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119 | (2) |
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Holding a Development Kickoff Meeting |
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121 | (1) |
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121 | (3) |
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Building for Universal Design |
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124 | (2) |
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Avoiding Multiple Copies of Content |
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126 | (1) |
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Deciding what Technologies to Use |
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127 | (6) |
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133 | (3) |
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136 | (1) |
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Integrating Multimedia Content, Simulators, and Virtual Labs |
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137 | (2) |
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Managing Production Tasks |
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139 | (2) |
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141 | (1) |
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Pre-launch Designer Tasks |
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142 | (1) |
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143 | (1) |
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Final Preparation for Launch |
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143 | (1) |
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143 | (1) |
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144 | (1) |
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8 When a Course Is Underway |
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145 | (21) |
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Guiding Students' Course Preparation |
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146 | (1) |
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Support Staff Responsibilities |
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147 | (1) |
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QA Tasks for Support Staff |
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148 | (1) |
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Pre-launch Tasks for Support Staff |
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149 | (1) |
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Course Launch Kickoff Meeting |
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150 | (1) |
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Weekly Faculty, Facilitator, and Support Staff Meetings |
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151 | (1) |
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Setting Up Student Groups |
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151 | (1) |
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152 | (1) |
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152 | (1) |
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Administering Email and Announcements |
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153 | (1) |
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Tasks Performed by Support Staff While a Course Is Running |
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154 | (1) |
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Contacting Students Who Have Not Logged In |
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155 | (1) |
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Building a Learning Community |
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156 | (1) |
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Regularly Scheduled Synchronous Sessions |
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156 | (2) |
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Outreach Summarizing Prior and Coming Weeks |
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158 | (1) |
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158 | (1) |
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159 | (1) |
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159 | (1) |
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160 | (1) |
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Administering Proctored Exams |
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161 | (2) |
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163 | (1) |
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Building Community Beyond the Classroom |
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164 | (1) |
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164 | (1) |
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165 | (1) |
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9 Addressing Unexpected Developments |
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166 | (12) |
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Technical Problems and Technical Support |
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167 | (1) |
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168 | (1) |
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Faculty or Facilitator Illness or Absence |
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168 | (1) |
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Course Design or Implementation Problems |
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169 | (1) |
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Students Having the Wrong Textbook or No Textbook |
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169 | (1) |
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170 | (1) |
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Challenging Unexpectedly Strong Students |
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170 | (1) |
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Helping Uuderprepared Students |
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171 | (1) |
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Students Having Difficulty with Assignments or Assessments |
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172 | (1) |
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173 | (1) |
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174 | (1) |
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Content Errors or Omissions |
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174 | (1) |
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Misalignment of Course Content |
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175 | (1) |
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175 | (1) |
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Compromised Academic Integrity |
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176 | (1) |
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176 | (1) |
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177 | (1) |
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10 Administering Course Revisions |
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178 | (11) |
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178 | (2) |
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Estimating Course Revision Effort |
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180 | (2) |
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Course and Faculty Teaching Evaluations |
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182 | (2) |
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184 | (1) |
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Software Updates, New Technologies, and Pedagogy Advancements |
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185 | (1) |
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Administering Asynchronous Discussion Revisions |
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185 | (1) |
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Internal and External Reviews |
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185 | (1) |
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186 | (1) |
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187 | (1) |
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187 | (1) |
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188 | (1) |
| Glossary |
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189 | (8) |
| Index |
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197 | |
