An Analysis of Team vs. Faculty-Based Online Course Development

Abstract

Instructional design literature for distance learning usually presents an approach deploying multi-disciplinary teams in course development. This model has been used extensively at distance learning universities for course and program development. Unfortunately, conventional instructional design views often ignore the role of the instructional designer when that designer is the sole course team member (i.e. the faculty member engaging in all functions of the process). Some conditions suggest that a single faculty-driven model may be a preferable to the team design approach. This article compares these two approaches to determine what those implementation conditions might be. The context for analysis is three online graduate degree programs in two disciplinary areas. The comparison of the team-based and faculty-driven approaches results in a discussion of design considerations for online education, graduate distance education, and the expanded faculty roles in design.