Virtual Necessities: Assessing Online Course Design

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McKnight, R. (2004). Virtual Necessities: Assessing Online Course Design. International Journal on E-Learning, 3(1), 5-10. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/2180.

Journal Information

International Journal on E-Learning
ISSN 1537-2456
Volume 3, Issue 1, 2004
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on IJEL

Author

Roberta McKnight, Healthcare Multimedia Design, USA

Abstract

According to several surveys over the past six years, faculty support and training in information technology remains one of the most pressing issues in higher education (Greene, 2001; Gandel, et al., 2000; Lembke, et al., 2001; Kobulnicky, et al., 2002). In an effort to address this issue, various organizations have published guidelines or benchmarks of quality for distance learning (American Council on Education, 2001; Higher Education Program and Policy Council of the American Federation of Teachers; 2000; Institute for Higher Education Policy, 2000). These publications provide valuable guidance from a broad organizational perspective. In a critique of these reports, however, Twigg notes that a focus on the course level is lacking (2001). Since1999, study groups at Florida Gulf Coast University (FGCU) have focused on the development and evaluation of benchmarks of quality for online instruction that are aimed at the course level. The collaborative efforts of these multidisciplinary study groups have resulted in the development of the Principles of Online Design (Zhu & McKnight, 2001) and the Online Design Checklist (McKnight, 2001). In this paper, the processes used to develop, field test, and refine measurable indicators for online courses are described.

Keywords

• Faculty
• Distance Education
• Learning Management Systems
• Professional Development

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