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This paper outlines design problems and other instructional delivery issues that need to be addressed by potential on-line program designers, and it suggests some possible solutions to these problems. The first issue was transforming a traditional, three-credit course in a developing student-centered curriculum into a course delivered through WebCT format. WebCT was the method of choice because the university had committed resources to this format. It was necessary to train instructors to use WebCT, to plan for a team effort, and then to develop a syllabus. Technology delivery strategies were chosen, including chat rooms, Internet bulletin boards, and communication through e-mail correspondence. Other options were not selected because of practical constraints in the course situation. In the actual delivery of the course, a number of issues had to be considered: (1) students' technological capacity to function as online learners; (2) technological support for students and instructors; (3) time zone and international server problems; (4) the compatibility of America Online with WebCT; (5) firewall protection that sometimes blocked the chat function; and (6) other technological problems. The paper concludes that overall addressing these issues will help in the development of an online course that satisfies both student and instructor needs. (SLD)

This paper shares the approach taken by one department of educational leadership to creating a vehicle for delivering its master's degree program to national and international students through the integration of online and on-site instructional formats. The paper addresses the historical background of higher education reform, the curriculum of the block of instruction, the change from the traditional curriculum to the online format, selected strategies for online instruction, and the perceptions of faculty and students of the change. The block is a 12-credit hour block that develops a student's skill in planning and implementing school improvement and a program of instruction centered on student learning, achievement, and success. The traditional approach used a student cohort, team teaching format with a combination of instructional strategies. The online system used WebCt as its delivery system. The basic format consists of scheduled chat sessions and threaded discussions, alternating weekly. Students are also required to remain current with readings, group work, several types of writing, and other field-based assignments. The system includes an "Automated Dropbox" to which students send assignments and receives grades and comments. The delivery system was in its initial year of implementation, so it was not possible to assess it and compare it with the traditional system, but student comments regarding the online experience have been positive. Appendixes contain the on-site and online activity schedules, the retreat schedule for the gathering of online students, and examples of the online activities. (Contains 11 references.) (SLD)

Classroom observation is one of the premiere data collection methods available to those interested in teaching behavior. Observational techniques can be classified on a continuum ranging from low inference to high inference depending on the level of judgment required by the observer making the observation. Central to the issue of any form of measurement are score reliability and validity. This paper explores various observational methods and discusses related reliability and validity issues. These include observer biases, intrusiveness of the observer, observer training, and contextual issues. Validity concerns explored include those of face, content, construct, predictive, and observer validity. Some of the key studies that use classroom observation instruments are described. Further research is suggested based on the "training" factor relevant to the classroom observation. (Contains 31 references.) (Author/SLD)