This case describes the implementation of an online undergraduate course in educational writing, and reviews literature on undergraduate composition; e-learning and dropout risks; and online writing instruction including programs at Texas Tech University, the University of Minnesota, and the University of Texas at El Paso. This case relies on interviews with the professor, instructional designer, chief learning officer, and teaching assistant. Prompted by the university e-learning provider, a professor and instructional designer created an 8-lesson online writing course called Educational Communication using videos, PDFs and online exercises, reading comprehension and graded writing assignments, and an in-person final exam. The designer enforced deadlines, and helped structure and simplify content, and the professor pushed for new techniques and interaction. Developed in 2008, the course was completed while students were enrolled, and served 483 students over nine semesters. Enrolments are lower (and dropouts higher) than other university e-learning due to a heavier workload. The initial teaching assistant experienced demands for reassurance, a need to norm grading, and plagiarism. The professor enjoyed meeting students by email, online chats, and at the final exam but felt distanced when asked for recommendations. The course has yet to recover development costs. The professor wishes to revise the course to focus on education. CBSE School in Kumbakonam
The organizational system of the continuing education for the teachers in p.e. departments and institutes includes: leadership decision level, faculty management level, organizational management level, and security department four levels as shown in figure 2. The leadership decision level proposes the development plans and training objectives for the teachers in various professional disciplines according to the development goals and the reality of school, and coordinates and communicates with security department about the related security issues such as continuing education of teachers; the faculty management level proposes development plan and training objectives according the leadership decision level, develops policy rules and regulations; the organizational management level develops specific implementation plans and training programs based on the department's staff development planning and training objectives and related rules and regulations[2]. Whether the implementation and training plan is reasonable and realistic is directly related to whether the development plans and training goals can be achieved; and security department provides security and support to the teachers for the continuing education to make the appropriate measures developed by all departments play its role.
