The development and delivery of Web-based courses involves more than the development of technical skills. For academics to successfully make the transition to become online teachers or learning facilitators they need to challenge their pedagogical approaches and previous teaching practices. Web-based teaching requires new and innovative approaches to; the presentation of material, student/teacher dialogue, group interaction and assessment. From a management perspective it also necessitates attention to issues concerning academic work practices. Web-based development and delivery brings together teams of people each with unique skills, into a course design, development and delivery team. These challenges and changes require a focussed and structured approach to staff development.
As a framework for managing staff development a four stage model is proposed for the delivery of information and skills training in a relevant and timely fashion while maintaining motivation and seeking to modifying academic workplace practices. These four stages can be conceptualised as:
1. The provision of background information and the development of motivation and enthusiasm 2. Maintenance of commitment and the initial development of Web-based materials 3. Delivery, revision, refinement and extension 4. Mentoring and self-direction.
This paper discusses these stages and illustrates them through a discussion of the stages of change being implemented in the School of Social and Workplace Development (SaWD) at Southern Cross University as staff engage in a major initiative to develop an undergraduate program of study for Web-based delivery.