Instructors who put their courses on the World Wide Web offer students greater learning accessibility and flexibility. And now we're realizing that the trend in publishing course materials online benefits teachers and the teaching enterprise in general. We will argue that by publishing what we teach, we open the doors of our classrooms and invite our colleagues in to see what we're doing, to share what works--and what doesn't--and to engage in dialogue with us. Opening the doors of our classrooms online has made us better teachers by motivating us to look more critically at what we teach, as well as allowing us to share ideas with our colleagues. We also argue that publishing on the web enables us to archive and promote our professional work and accomplishments through an ongoing online curricula vitae with links to our online courses, papers and presentations. Our presentation will discuss these ideas, as well as provide links to our own websites and on-line curricula vitae.

 

This project contributes to formalized evaluation of Web-based instructional offerings. Evaluation criteria were developed and applied in the construction of a meta-site subject area guide which contains evaluations of Web-based courses and LISTs for continuing education for health care professionals <http://www.love2learn.com>. This presentation includes site evaluation criteria regarding authority, quality, and content for both courses and LISTs. This presentation also includes a description of the process employed to evaluate the included sites as well as feedback received from content experts and industry constituency. In the unregulated environment of Internet publishing, web-based course offerings, particularly non-degree continuing education offerings created without academic affiliations, run the risk of having visual appeal and site features overshadow content and purpose. The published guide and evaluation tools are partial fulfillment of a doctorate of education in institutional management at Pepperdine University (graduation May, 1998), and are published on the Web at the URL shown.