ABSTRACT
This chapter covers the ways of defining program goals, selecting a course scheduling model, and selecting a course development model. It provides an organizational design to support faculty who teach online. The chapter discusses the ways of selecting modes of instruction, selecting synchronous teaching technology, and provides interaction models. A well-developed program has clear definitions of the goals, context, and sequence of courses to be taught. A scheduling model provides a temporal framework within which courses are offered. In most course development models, faculty require a high level of support to teach well using online technology. Faculty need to choose the ways that online students communicate with faculty and with each other. The choice of technology or platform that will be used to support a program’s synchronous teaching elements should ideally be made at the institutional level. Administrators should not think that simply providing faculty with a conferencing system will make them successful in synchronous teaching.
