An Inquiry into the Policies and Practices for Online Education at One U.S. Doctoral/Research-Extensive University: A Case Study

Peter A. Bruce (University of Utah, USA) and Robert Z. Zheng (University of Utah, USA)
Copyright: © 2011 |Pages: 43
EISBN13: 9781609606602|DOI: 10.4018/978-1-60960-111-9.ch003
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Abstract

The case study examines the policies and practices for online education at one doctoral/research-extensive university. It uses interview findings from the Chief Information Officer (CIO) as well as key secondary sources to better understand these policies and practices. The context for the study is one of dynamic interest in online education and reduced funding for public higher education nationwide. There were six recurring themes throughout the primary and secondary data. These were: 1) students; 2) technology; 3) teachers; 4) services; 5) resources; and 6) costs. These emergent themes are analyzed using the standards for online programs established by the agencies that accredit all American universities. The participating university was found to be a leader and innovator in the application of online and technology-mediated higher education. The case study methodology is offered as a template for the further study of online higher education. Applications in secondary and transition programs are also noted.
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