INTRODUCTION There has been considerable debate and research on effective online learning principles and practices over the years, with a resulting large resource base in the literature. Generally speaking, in higher education, good online pedagogy is the same as good classroom pedagogy - you base your design on adult learning principles and use the appropriate learning technologies for your situation. To accomplish this, many institutions have incorporated the highly influential "Seven Principles for Good Practice in Undergraduate Education" (Chickering & Ehrmann, 2009). One review (Sunal, Sunal, Odell, & Sundberg, 2003) of research studies on best practice in asynchronous or synchronous online instruction in higher education states that, "studies most closely meeting the research criteria indicate online learning is viable and identify potential best practices in four categories: student behaviors, faculty-student interactions, technology support, and e-learning environment." In a review of American business education programs (Grandzol & Grandzol, 2006), the writers comment that "The focus, then, must be on learning which pedagogical techniques work best in the online environment." The readings in this module provide a brief overview of current thinking on effective practices for online learning. The Administration Program Development Model is designed to incorporate (or at least accommodate) these practices.
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