Online Program Management

The University of Delaware has supported distance and online learning education initiatives for more than 30 years. This history of applying innovative educational technology demonstrates the institutional commitment to promote the design and creation of quality programs in an online environment.

Faculty Commons partners are committed to working with program directors and faculty members to develop effective online courses and innovative online programs.

  • Phase one is the time to assess feasibility and begin the process of matching resources to needs.
  • The initial consultation is an opportunity to discuss your goals for putting a course or program online. ¬†
  • For online programs, a market analysis is available as a tool to evaluate market potential.
  • For online courses, a course analysis will be completed.
  • A review of the approval process for programs and courses will be the basis for establishing starting dates.
  • A portfolio of resources will be provided that can take your program idea from concept to completion.
  • Faculty support, project management, state authorizations, marketing, and student services will be considered.
  • A plan is established for moving forward to support your goals.
  • Phase two is the time to confirm funding, instructors, and supporting partner collaborations.
  • Funding is secured for any costs over and above regular business.
  • The initial slate of instructors is determined, along with their availability to both develop and deliver courses.
  • Course and program approvals are obtained at the department, college, and Faculty Senate levels, as needed.
  • Partners are identified to provide the necessary resources, as established in phase one.
  • Curriculum and learning outcomes are reviewed.
  • Course development strategies are planned using quality standards.
  • The course development phase initiates the faculty and course development schedules.
  • Course templates are designed and made available for program faculty to review and approve.
  • Based on the commitments received in phase two, faculty members have the opportunity to increase their understanding of teaching online along with developing technical skills. ¬†Workshops and online resources are available.
  • Faculty meet on a regular basis with their instructional design team.
  • Course content is created for online delivery.
  • Course activities are designed to meet objectives.
  • The course review phase confirms that the courses are ready for students.
  • Quality standards that were introduced in previous phases are verified for the start of the semester.
  • The development team ensures each faculty member has the necessary support to begin the semester.
  • The development team works closely on the delivery of the course, analyzing how different components are working.
  • This phase also sets the continuous improvement cycle in motion for the next course and incorporates any identified changes.
  • A mid-semester review designates the opportunity to make adjustments to the course; current students and faculty members are surveyed to evaluate the course and the online format.
  • An overview of the project management processes are reviewed and recommendations for subsequent semesters are identified.
  • After the course, new partners may be introduced for support.
  • Additional funding and approvals may be required for future work.
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