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Institutions of higher education are challenged to meet the growing demand for online education. Models for developing online learning environments and preparing faculty to work in them must be evaluated for effectiveness and quality. Gathering and understanding faculty perceptions concerning these models are critical to evaluating them. There has been little research on the impact of team- designed online courses on the faculty who facilitate them. This book describes a mixed method, quantitative/ qualitative, descriptive study that explored the perceptions of faculty who have facilitated team- developed online courses. It provides specific clues concerning the strengths and weaknesses of the team model, while suggesting improvements and the possibilities for the creation of better models. Although the study indicates that faculty did not perceive that eliminating course development from their responsibilities as online instructors would mitigate all problems in online learning environments, there seem to be other potential benefits.

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Dr. Medinger holds advanced degrees in both fine art and instructional design. Years of experience as a graphic designer and educator facilitated the transition to online education and faculty support. She has provided information design, curriculum development and faculty support for higher learning institutions across the United States.

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