Creating a Positive Impact on E-Learning through Quality Support

Conference Registration WebCT Homepage

Thursday, July 13, 2006
This presentation is part of 3: Poster Sessions
Creating a Positive Impact on E-Learning through Quality Support

Description: How does a university support technology, instructional design, and community to create a positive impact on e-learning? In this session, the University of St. Francis will share how they have successfully supported faculty and students at a distance. Learn how USF has incorporated new technologies and instructional design strategies to build a sense of community.
Presentation Format: Poster
Topic: Enabling learning: Effective instructional practices and student support models
Target Audience: Course Designers, Faculty and Other Instructors, Senior Administrators, E-learning Managers
Appropriate Audience Level: Beginning or new users of WebCT, Experienced WebCT users
WebCT Version:
Abstract Text: In 1998, The University of St. Francis created the Center for Instructional Delivery to support and deliver its nine online undergraduate and graduate degree programs. The Center, through the implementation of sound support policies and procedures, has successfully trained and supported faculty over the course of seven years, while providing quality support to students. Through continuous feedback, the Center has continued to meet faculty and student needs by making appropriate adjustments to its processes. This discussion will include the different technologies used to accommodate various learning styles, the mandatory “Preparing to Teach” online course that covers instructional design strategies for faculty, the Faculty Learning Community created for the sole purpose of providing a virtual community space for faculty to network, and share ideas, and finally various technology related tools used to support students. With this support structure in place, the Center for Instructional Delivery has been able to maintain steady growth in enrollments, enhance student learning, and create a positive teaching environment for faculty regardless if the course is offered online or in the traditional classroom. This support structure also reaches outside of E-Learning and to the university community by providing technology training on academic and administrative computing systems. Finally, the Center for Instructional Delivery has begun to offer its technology services to the local business and not for profit community.

See more of Poster Sessions
See more of The 8th Annual WebCT User Conference

Description:	How does a university support technology, instructional design, and community to create a positive impact on e-learning? In this session, the University of St. Francis will share how they have successfully supported faculty and students at a distance. Learn how USF has incorporated new technologies and instructional design strategies to build a sense of community.
Presentation Format:	Poster
Topic:	Enabling learning: Effective instructional practices and student support models
Target Audience:	Course Designers, Faculty and Other Instructors, Senior Administrators, E-learning Managers
Appropriate Audience Level:	Beginning or new users of WebCT, Experienced WebCT users
WebCT Version:
Abstract Text:	In 1998, The University of St. Francis created the Center for Instructional Delivery to support and deliver its nine online undergraduate and graduate degree programs. The Center, through the implementation of sound support policies and procedures, has successfully trained and supported faculty over the course of seven years, while providing quality support to students. Through continuous feedback, the Center has continued to meet faculty and student needs by making appropriate adjustments to its processes. This discussion will include the different technologies used to accommodate various learning styles, the mandatory “Preparing to Teach” online course that covers instructional design strategies for faculty, the Faculty Learning Community created for the sole purpose of providing a virtual community space for faculty to network, and share ideas, and finally various technology related tools used to support students. With this support structure in place, the Center for Instructional Delivery has been able to maintain steady growth in enrollments, enhance student learning, and create a positive teaching environment for faculty regardless if the course is offered online or in the traditional classroom. This support structure also reaches outside of E-Learning and to the university community by providing technology training on academic and administrative computing systems. Finally, the Center for Instructional Delivery has begun to offer its technology services to the local business and not for profit community.