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A Systemic Approach to Design and Develop Online Programs—State of the Practice and Future Projections

Carlos R. Morales
TCC Connect Campus - Tarrant County College, Fort Worth, Texas, United States

Abstract—In the past 15 years, higher education institutions have worked diligently to increase students’ access to their educational offerings via distance education and, specifically, online learning. Despite the various administrative and academic structures needed to deliver the enterprise effectively, online programs continue to thrive. Yet, the benefits of a centralized versus a decentralized organization to manage distance education continue to be debated. This paper focuses on the merits of taking a systemic approach to online learning, which uses standardized procedures and practices while leveraging research data related to student learning preferences, student completion rates, workforce needs, and trends, along with statistical evidence from local, state and regional sources. From partial terms to accelerated terms to traditional semester-long courses, online programs benefit from using a systemic approach to design and delivery. This paper delves into these advantages and concludes with recommendations.
Index Terms—online learning, distance learning, accelerated learning, growth, program creation, instructional design, management, faculty development

Cite: Carlos R. Morales, "A Systemic Approach to Design and Develop Online Programs—State of the Practice and Future Projections," International Journal of Learning and Teaching, Vol. 6, No. 2, pp. 58-61, June 2020. doi: 10.18178/ijlt.6.2.58-61

Copyright © 2020 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.