The Fully Online Model

  • Eliminates all in-class meetings and moves all learning experiences online.
  • Adopts successful design elements of Supplemental, Replacement and Emporium models including Web-based, multi-media resources, commercial software, automatically evaluated assessments with guided feedback, links to additional resources and alternative staffing models.

What This Model Is Not

  • Individual faculty members design and deliver multiple course sections, each of which is relatively small in size.
  • Web-based materials are used largely as supplemental resources rather than as substitutes for direct instruction.
  • Instructors are responsible for all interactions, personally answering every inquiry, comment, or discussion.
  • Faculty members spend more time teaching online and interacting with students than in classroom teaching.

Example that Depends on Heavy Use of Instructional Software

  • Software presents course content; instructors do not need to spend time delivering content.
  • Software increases the amount and frequency of feedback to students. All assignments are graded on the spot.
  • Software enables self-pacing: each student can work as long as needed on any particular topic, moving quickly or slowly through the material.
  • Software provides a built-in tracking system that allows the team to know every student's status, both time-on-task and progress through the modules.
  • May add a course assistant to address non-content-related questions and to monitor students' progress, thus freeing the instructor to concentrate on academic rather than logistical interactions with students.

Rio Salado College: Introductory Algebra

Example that is Web-based

  • Combines multiple sections into a single online section organized around modules, each taught by faculty who are expert in the topic of the module.
  • Faculty members are responsible for content materials, quizzes, and exams.
  • A course coordinator is responsible for overall course administration; graduate teaching assistants grade and respond to student problems.
  • Students complete a pre- and post-quiz for each module. Links to additional required readings, audio and/or video files, and other resources are provided.
  • Eliminates duplication of effort for faculty who divide tasks among themselves and target their efforts to particular aspects of course delivery.

University of Southern Mississippi: World Literature

Florida Gulf Coast University: Fine Arts