Program development, implementation and evaluation: lesson learned at the University of Wisconsin-Stout.

If you are considering developing or participating in an online program like the University of Wisconsin-Stout's Bachelor of Science in Career, Technical Education and Training program, here are some elements to consider.

Program Development

Do the program developers have experience in distance learning philosophies and techniques? Consider asking what or how much experience the course facilitator has in applying distance education learning methodologies. It takes skill and finesse to develop and deliver effective online learning experiences, not just converting and offering face-to-face classes for online environments. If you are considering developing online learning, is there sufficient time to construct an online class? Does the program have a systematic plan for the development and use of various materials and methodologies? Do sufficient resources, including economic, design expertise and labor exist to assist you in your endeavors? If the answer is yes, you will be able to build stable and effective online programs.

If any of these elements are lacking, you might have trouble during the developmental phase. If there is not sufficient economic support to allow faculty the time they need for the developmental phase, the course might not have all the elements necessary for a truly effective learning experience. Preparing online learning requires well-planned, organized and structured activities that actively engage learners in the process of discovering answers during exposure to various educational processes. If the individual or individuals developing online courses do not have the support of an instructional design specialist who can assist in transitioning various course experiences from face-to-face formats to online learning, the course delivery might not be smooth or effective for the facilitator or learner alike.

Finally, the transition to online programming and course delivery depends on having the human capital necessary for offering the various content areas. No one person is a content expert for all courses required within online programming; it is imperative to the success of any online endeavor that faculty and staff employ teamwork and collegiality during the development of required program coursework.

Implementation

Once courses are developed, it is important to consider piloting them to assure that all the elements of the course are functioning correctly. Small pilot groups can provide formative input for the course facilitator regarding what is and isn't working as part of their learning experience. For example, directions for an assignment or an evaluation rubric might be unclear. Correcting these design flaws and providing clarity prior to the full course running can help avoid potential problems.

As a learner, you have an opportunity to give crucial input into the design process, which can ultimately enhance your own learning experience. The intrinsic rewards of this process can be immense while knowing that you have shaped a program or course offering for those participants who follow. As future teacher educators, it can be extremely satisfying to experience the various processes firsthand, and to recognize that they are the same processes you will undertake during your own course development or teacher preparation.

Ultimately, implementing programs over time, such as launching one or two courses each semester, can help avoid potential problems. Modification and improvement to online materials can be completed during these phases. Realistically, program cost-effectiveness is enhanced using online coursework. Other types of offerings, such as old-fashioned, spiral bound, or correspondence courses, can be phased out of use.

Evaluation

A key to sustainability is the evaluation of program data over time. It is important to consider gathering and analyzing data for each cohort that participates in online learning programs or courses. National benchmarks can be used as evaluative tools, including quantifiable evaluation of course grades and grade point averages for courses in the program core content areas. This assures that learners are per forming at or above national standards for a similar course offered in a traditional, face-to-face format. Qualitative data also provides a sharp focus on the development of deeper learning through participant comments. This data is collected through a series of reflective papers and activities built into the online coursework, and reviewed by the program director and course facilitators in an ongoing, evaluative process.

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Another key element to consider relating to the evaluation of programs and courses is a focus on the quality and effectiveness of the teaching and learning experience. Programs and courses should self evaluate following guidelines established for quality in online learning environments. If it is identified that there are missing elements, or that the program or course does not meet quality guidelines, modifications to the program or course need to be made to assure that learners are receiving high quality educational experiences. Learners have the unique experience of observing and applying these similar skills in their own educational area for skill development.

A Theoretical Framework for Teacher Educators

Preparing professionals in our online teacher preparation program relies on a theoretical framework merging the concepts of adult and constructivist learning theories with performance outcomes. Online learning encompasses these three bisecting concepts.

It is important to note that online learning is not for everyone. If an individual requires extensive guidance related to defining coursework and assignments, they might be best served participating in traditional face-to-face courses. Online learners need to be self-directed and motivated, able to critically think and creatively problem solve, while actively participating in various cooperative, team-based activities--all within a given time frame for course completion. If individual teacher educators do not meet these criteria, they might find the online environment challenging. Additionally, if these are difficult skills for online learners to develop, they might also not be suited to become educators themselves as these key skills are required of all teachers.

Jodi Olmsted is academic staff with the University of Wisconsin-Stout's online Bachelor of Science in Career, Technical Education & Training program. She can be reached at [e-mail].