Critical Examination of the Use of Online Technologies in Diverse Courses at a Large Comprehensive University

This paper explores cases of three classes that implemented online teaching and learning technologies as part of a university- wide faculty development grant program. Students' satisfaction with key components of the learning experiences was examined. Instruments included students' pre-assessments and post assessments; an instructors' post survey; course syllabi; grant proposals; and instructors' end of grant reports. The paper presents implications for campus wide implementation of online teaching and learning technologies. A model for implementing innovative technologies campus wide is included in the discussion. The seven steps of an Online Teaching Support Model are outlined: planning and preparation; funding; instructional design and training; instructional materials development and testing; implementation; evaluation; and dissemination. Ten tables present findings. Based on findings, it appears clear that, in all three courses, students were satisfied with the connections made between the objective of the course and the assessment used. This would imply that the courses were relatively well designed. However, though the courses were relatively well received, it appears that improvement could have been made in the effective use of online technologies. (Contains 10 references.) (Author/AEF)