Mears, Linda2011-07-072011-07-072011-07-07https://hdl.handle.net/1794/11398This paper was completed as part of the final research component in the University of Oregon Applied Information Management Master's Degree Program [see htpp://aim.uoregon.edu].The engagement of faculty in development, course design, and peer review is central to quality online instruction. Thirty refereed case studies of standards-driven online course development in higher education since 2004 are annotated and analyzed for common principles, procedures, or recommended practices. Discussion explores strategic planning for faculty and online administrators, including four phases of implementation, faculty support needs, barriers to engagement, and instructional and technology characteristics faculty must weigh carefully in specific pedagogical designs.en-USOnline instructionOnline course development modelsCourseware designOnline pedagogyHigher education online academic programsOnline faculty engagementApplied Information ManagementAIMDataOther