Creating E-learning Programs: a Comparison of Two Programs

1 Carolyn Stark, University of Texas at Austin, Center for Lifelong Engineering Education P.O. Box H, Austin, TX 78713 [email protected] 2 Kathy J. Schmidt, University of Texas at Austin, Faculty Innovation Center, P.O. Box H, Austin, TX 78713 [email protected] 3 Linda Shafer, University of Texas at Austin, Center for Lifelong Engineering Education, [email protected] u 4 Mary Crawford, University of Texas at Austin, Faculty Innovation Center, P.O. Box H, Austin, TX 78713 [email protected] Abstract  The University of Texas at Austin recently developed two online certificate programs. Both followed a standard development process, and both aimed at the use of an instructional model based on learning objectives. They were dissimilar in that one converted an existing, traditionally taught program, while the other was a completely new development. The expectation was that the new development would have certain advantages in that it could be designed for online from the beginning, unfettered by legacy. The surprising result is that the residual “teacher” model from the existing course contributed to the success of the conversion. The most compelling notion, gained from both experiences, is that all development must share fundamental process and quality characteristics to be successful in the e-learning environment. This paper describes our development process, compares the results from development of the two programs, shares lessons learned, and outlines plans for future e-learning in the College of Engineering.