Online Course Development and Support: A Collaborative Model

Concurrent Session 4

Session Materials

Brief Abstract

This interactive session will explore a collaborative model for online course development.  Participants will learn how to avoid the dreaded “document dump” and instead, create well-designed, engaging online courses that leverage the expertise of faculty and staff.


Karena Brace is the Director of Program Operations for Graduate Education at Wilkes University in Wilkes-Barre, PA. Her focus is on partnerships, marketing, and program development. She has coordinated master’s degrees in Instructional Media and Online Teaching and has presented at several conferences on the topics of mobile technology, social media, and online learning. She is a current doctoral student at Northeastern University with a concentration in higher education administration.
Kristine Pruett, Ed.D. directs the Office of Technology for Teaching and Learning and manages state authorization at Wilkes University. Kristine has her master’s degree in instructional technology and doctorate of educational leadership with a concentration in higher education administration from Wilkes University. Previous roles include assistant to the vice president for Strategic Initiatives, assistant to the dean in the College of Graduate and Professional Studies, and director of operations for the graduate education department. Her expertise is in new program development and implementation, project management, partnership development, new site development and launch, accreditation and state authorization, assessment and online program management and scalability. Kristine has presented on various technology topics at state and national conferences.

Extended Abstract

Developing a quality online course can be an intimidating task.  In many instances, faculty may find themselves working in isolation, responsible for course content, structure, design, and even support.  This can result in starkly different iterations of online courses across an institution with pockets of high quality and other courses needing significant improvements.

With 17 online graduate programs in education at Wilkes University, a streamlined process was needed to address the high volume of course development and revisions.  In this session we will detail the university’s process from course planning through rollout.  Special focus will be given to the ways in which faculty and staff work together to create a consistent look and feel for courses and familiar navigation that call attention to the curriculum being presented.  Attention will also be given to complementary support and revision processes.

To engage participants, this interactive session will utilize opportunities for discussion along with polling to gather real-time data on topics like the frequency of collaborative course development practices, the consistency of courses across institutions, and the individual comfort level with course development.   

Participants in this session will learn:

  • How faculty and staff can collaborate during the course development process
  • Strategies for supporting online courses
  • How a standardized development process can aid with compliance
  • How consistency across courses supports overall program quality
  • Strategies to support faculty in the online environment