This chapter presents a case study analysis of a graduate program that moved from initial design to effective implementation of student-centered online instruction. The authors describe their experiences designing, implementing, and evaluating an online M.Ed. degree program in a college of education—the first fully online degree program at a large, Midwestern, regional institution of higher learning. The design and approval process took almost four years, including both internal and external approvals. Initially implemented in 2011, the authors gathered three years of follow-up data about the program and evaluated its success using a variety of factors, including course- and program-level data. Program design, development, implementation, and evaluation are all addressed in this case study.

With continued growth in online courses and programs" in higher education a pressing need exists to evaluate their perceived quality and effectiveness. Evaluation criteria - course evaluations, student surveys and retention data - from previous online program evaluations were used in this study. An illuminative evaluation using descriptive and scientific analysis was undertaken for a graduate degree program in educational technology. Course and program-level data were analyzed to compare quality for two programs - an existing hybrid and new online. Analysis of student enrollments, course evaluations, survey results, retention, and time to completion reveal similar experiences reported from students in both programs. Results suggest that a majority of students were satisfied with their graduate experience and view those experiences as worthwhile. This illuminative evaluation provides evidence that online graduate programs are comparable and can satisfy stakeholders' expectations while maintaining high levels of quality. (C) 2016 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license.

This article explores the implementation of various K-12 one-to-one computing initiatives to determine if patterns exist. These initiatives are funded in times of limited resources and constitute a serious investment in technology for the schools and districts adopting them. The goals of this study were to understand how and why one-to-one computing initiatives are being implemented, how these initiatives are funded and supported, and expectations or assumptions of stakeholders that are driving adoption of this type of technology. The results suggest that these school districts, and those like them, will face many challenges-some financial, some technical, and some procedural-as they work to integrate technology into instruction and assessment. Common themes or challenges identified from this work, and linked with previous research, include leadership and vision, funding, teacher professional development, and project evaluation.