Team-Based Online Course Development: A Case Study of Collaboration Models.

It is generally accepted that teaching online is a different experience than teaching face-to-face, requiring new skills and techniques. To address some of the unique challenges related to teaching in the online environment, many institutions of higher education utilize a collaborative team-based approach to online course development bringing together faculty and a variety of instructional support staff. The purpose of this paper is to provide an overview of collaborative approaches to online course development and elaborate on one such program. The intended collaboration model for that program will be compared to the actual collaboration models of four teams participating in the program. The benefits and limitations of the modified collaboration models will be discussed in relation to the flexibility of the program and participants, ownership of the process, and communication among team members. Collaboration Models for Online Course Development As online courses and academic programs are becoming more commonplace at traditional higher education institutions, a growing number of faculty are being asked (or are asking) to teach online. It is generally accepted that teaching online is a different experience than teaching face-to-face, requiring new skills and techniques. Research suggests that faculty may struggle with learning the necessary technology skills (e.g., Giannoni & Tesone, 2003; Institute for Higher Education Policy, 2000; National Education Association, 2000), adapting their pedagogic strategies for the online environment (e.g., Palloff & Pratt, 2001; White, 2000; Wolf, 2003), adjusting to the more learner-centered focus inherent in online courses (e.g., Jolliffe, Ritter, & Stevens, 2001; Palloff & Praff, 2001; Shearer, 2003), conceptualizing their course for the new environment (e.g, Kang, 2001), and finding the increased time required to develop their online course (e.g., Bonk, 2001; National Education Association, 2000). To address these unique challenges related to teaching in the online environment, many institutions utilize a collaborative teambased approach to online course development bringing together faculty and a variety of instructional support staff. Caplan (2004) argues that, “Online course development is a complex endeavor, and it is not reasonable to believe that a high caliber online course of instruction can be created by just one or two people. Quality courseware production requires a highly organized, concerted effort from many players” (p. 186). Ellis and Phelps (2000) emphasize that “Online delivery challenges traditional notions of academics working in isolation and instead brings together teams of people each with unique skills, into a course design and development team” (p. 1). Kearsley (2000) adds, “Although it is possible for individual teachers to create entire courses on their own, this requires a tremendous time investment and willingness to learn about many aspects of instructional design and software implementation. Most faculty would prefer to focus on the content aspects of a course and leave the rest to others” (p. 99). Although team-based course development is commonplace at single-mode institutions focusing exclusively on online education such as the Open University, faculty at dual-mode (i.e., traditional) institutions have traditionally had the freedom and responsibility to design and develop courses autonomously. Thus, participating in collaborative course development is a significant departure from how many faculty members approach course design and development. Nonetheless, collaborative approaches to online course development have been implemented at many traditional (dual-mode) institutions and have been documented in numerous descriptive reports (e.g., Care & Scanlan, 2001; Chapman & Nicolet, 2003; Ellis & Phelps, 2000; Hartman, Dziuban, & Moskal, 2000; Hawkes & Coldeway, 2002; Luck, 2001; Meyen, Tangen, & Lian, 1999; Plummer, Nichols, & Nelson, 2001; Smith & Gunderson, 2000; Stevens, Dobrovolny, Kent, & Shulman, 2001; White, 2000; Youngman, Gotcher, Vafa, Dinsmore, & Gouher, 2000). Some of these collaborative approaches will be explained in more detail below. Collaborative Approaches to Online Course Development The program being examined in the current study was modeled after an award-winning faculty development program at the University of Central Florida. Taking the form of a non-credit course for faculty entitled, Interactive Distributed Learning for Technology-Mediated Course Delivery, the program "models how to teach online using a combination of seminars, labs, consultations, and web-based instruction" (University of Central Florida, 2004). Like the program described in this study, the program at University of Central Florida utilizes a cohort-based approach and brings together a range of support staff including assessment experts, instructional designers, digital media designers, librarians, software engineers, and programmers. Faculty members participate in the course as students, allowing them to experience the online environment from the student’s perspective. Other faculty who have previously participated in the program and have experience teaching online give presentations and share their experience with the faculty members enrolled in the course. While working with the various support staff members, faculty members develop their online course as their “homework” for the course (Hartman, Dziuban, & Moskal, 2000). Among the collaborative approaches described in the literature, the project approach detailed by Chapman and Nicolet (2003) also resembles the approach used in the program being examined in the current study. They describe a project approach to online course development that “employs such tools as project charters, module templates, and a structured progress reporting system” (p. 1). In this model, a project leader coordinates the efforts of an instructional development team that should include at least the following roles: project leader, faculty member, instructional designer, graphic designer, and multimedia specialist. A project charter is created to identify the goals and objectives for the project, clarify team member’s roles, and outline the project’s timeline. Status reports are then issued regularly by the project leader and sent to all stakeholders. Course development templates and documented processes and procedures provide consistency throughout the course development process and allow team members to complete tasks efficiently and effectively. Chapman and Nicolet argue that a more structured approach can “leverage instructional technology expertise while providing faculty with appropriate assistance and collaboration in developing their courses” (p. 1). In another study focused on the development of distance learning courses, Care and Scanlan (2001) interviewed a sample of faculty, support staff and administrators at an institution to gain an understanding of how courses are developed. Based on these interviews, they identified two administrative/collaboration models for course development: 1) the parallel-linear model, and 2) the interdisciplinary team model. The parallel-linear model (see Figure 1), “included two parallel structures working simultaneously” (p. 5). The authors note that “although this model provided the opportunity for frequent exchanges among the participants, the interaction was limited to any two individuals meeting together at one time” (p. 5). Because all participants in this model did not come together to discuss the development of the course, Care and Scanlon suggest that this model is inadequate. The authors argue that the interdisciplinary team model, where the team met on a regular basis and learned from one another, is a more successful approach to course development. “The strength of this model was that team members learned from one another, broadened their knowledge base, and appreciated the strengths which the other members brought to the table” (p. 6). Parallel-Linear Model Interdisciplinary Team Model Figure 1: Collaboration models for collaborative course development Care, W. D., & Scanlan, J. M. (2001). Planning and managing the development of courses for distance delivery: Results from a qualitative study. Online Journal of Distance Learning Administration, 4(2). Retrieved August 4, 2003, from http://westga.edu/~distance/ojdla/summer42/care42.html Although specific roles in collaborative approaches vary, they can be grouped into five general categories: (1) project management, (2) subject matter expert/author, (3) instructional design, (4) technical support/production, and (5) other. Table 1 provides a listing of specific roles that are reported in various descriptions of collaborative course development. Interestingly, most reports do not mention the involvement of library/information resource specialists; however, their participation can be a key in making the necessary resources available to both faculty and students (Institute for Higher Education Policy, 2000; Riedel, 2002). It is also possible that other individuals (such as library specialists) are being consulted on projects, but are not considered part of the course development team.