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Faculty Preference When Creating Courses for the Online Environment
PROCEEDING

, Virginia Commonwealth University, United States ; , LeTourneau University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, Louisiana, United States ISBN 978-1-939797-45-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Online education presents many affordances and challenges in course development and delivery. Establishing guidelines and defining roles for all those involved can help streamline the development and implementation of online courses. A large public research institution with over 30,000 undergraduate and graduate students and 2,500 full-time faculty in the state of Virginia is making an effort to increase the number of programs offered online but wants to consider the options available to design and develop quality courses before moving forward. It is necessary to determine faculty preference when embarking on an effort to increase the number of online programs at the university, so a survey will be used to gather faculty responses. The central topic of inquiry for the area of the study is: do faculty prefer to create all aspects of their online course, or would faculty prefer to be the subject matter experts (SME) partnering with an instructional designer and course builder for the actual course construction?

Citation

Reeder, E. & Ware, S. (2019). Faculty Preference When Creating Courses for the Online Environment. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 145-152). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 1, 2021 from .