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Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs

Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs
Author(s)/Editor(s): Kaye Shelton (Lamar University, USA)and Karen Pedersen (Online Learning Consortium, USA)
Copyright: ©2017
DOI: 10.4018/978-1-5225-0877-9
ISBN13: 9781522508779
ISBN10: 1522508775
EISBN13: 9781522508786


View Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs on the publisher's website for pricing and purchasing information.


As e-learning has evolved into a global change agent in higher education, it has become more diverse in its form and applications. Now that many institutions have implemented e-learning programs as part of their course offerings, it is essential for these institutions to fully grasp how best to facilitate continued improvements and accessibility in online education.

The Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs highlights several significant elements of e-learning, including program planning, quality standards, and online course development, as well as institutional, student, and faculty support. Serving as a critical resource for online and hybrid learning programs, this publication is designed for use by administrators, educators, instructional designers, and doctorate-level students in the field of education.

Table of Contents


Reviews and Testimonials

Education and other scholars mainly from the US present 17 chapters on creating, growing, and sustaining e-learning programs in higher education. They focus on program planning and quality standards, including getting faculty buy-in, how US quality standards are perceived by Chinese faculty, improving graduation rates with online and blended degree completion programs, online education courses, and the role of a strategic online administrator; approaches to online course development; and institutional, faculty, and student support, with discussion of student satisfaction, the relationship between student attributes and course completion, faculty preparedness to teach online courses, faculty transitioning to online teaching, faculty roles and attitudes, and student-teacher interaction.

– Protoview Reviews

Author's/Editor's Biography

Kaye Shelton (Ed.)
Kaye Shelton, Ph.D., is an Associate Professor of Educational Leadership in the Center for Doctoral Studies in the College of Education at Lamar University. Previously as the Dean of Online Education for Dallas Baptist University, she led the development and ongoing operations of their online education programs with over 55 majors and degrees offered fully online. She is certified as an online instructor, teaching online since 1999, and also an online education consultant. Dr. Shelton’s education includes an M.S. in Education emphasizing Online Teaching and Learning from California State University-East Bay and a PhD in Educational Leadership (Higher Education) from the University of Nebraska. Winner of the both the Blackboard and eLearning exemplary online course awards, she has published over 40 articles and book chapters in the field of online education, including a book entitled An Administrator's Guide to Online Education. Dr. Shelton was also awarded a Sloan-C Effective Practice award for her research on the Quality Scorecard for the Administration of Online Education Programs, the John R Bourne award for Outstanding Achievement in Online Education and the NCPEA Morphet Dissertation award. Involved with research in online education since 1997, she has spoken at numerous conferences and workshops and advised peer institutions regarding the creation of an online education program and the best practices for teaching online and faculty support. She has also served as an advisor regarding online education programs for several peer institutions. Recently, Dr. Shelton has been involved in the international use of the Quality Scorecard for the Administration of Online Programs as it has been adopted by institutions in Latin America. She is also an Online Learning Consortium Quality Scorecard program evaluator and teaches workshops regarding its implementation.

Karen Pedersen (Ed.)
Karen Pedersen currently serves as the Chief Knowledge Officer for the Online Learning Consortium (OLC). Prior to joining OLC, Pedersen served as a leader in various administrative roles in public and private higher education institutions. She had responsibility for envisioning and building an online operation from the ground up as well as launching nearly 30 innovative online degree programs. She led a system-wide enrollment management transformation, served on the launch team for a competency-based education initiative, and built academic partnerships domestically and internationally including in Brazil, Hong Kong, Indonesia, Malaysia, and Singapore. With an interest in academic quality, she has deployed the Online Learning Consortium Quality Scorecard for the Administration of Online Programs at two institutions and served as a “Lean champion” realizing business process improvements across key operational areas such as recruitment, advising, and retention. Throughout her administrative career she led award-winning academic operations, marketing units, technology teams, and student support services divisions. She serves as a thought leader and presenter on the topics of quality, learner success, institutional transformation, and excellence. Prior to starting her administrative career, Pedersen served as a full-time faculty member and currently serves as a faculty member for the OLC/Penn State Institute for Emerging Leadership in Online Learning (IELOL). She holds a bachelor of science and master of science degree from the University of Nebraska-Lincoln and a doctor of philosophy degree from Oklahoma State University.


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