Given the need to build up an e-presence and e-activities that support both wholly online and campus-based courses, Quinsee (2004) suggests a 3* incremental model for integrating online components that can support campus-based courses.
Every module has a web presence with module information, announcements/calendar, but discussion forum is unmoderated and other tools (e.g. blogs) are simply made available.
Each module has a web presence as above to support face-to-face, classroom activities, but e-learning is more embedded in the course design to support more sophisticated learning and deeper discussion. Learning resources are perhaps more developed, including lecturers’ own materials, links to library and web resources. Discussion forums are moderated and coursework is submitted electronically.
Each module has a comprehensive set of learning materials, including online assessments and activities, chat room events. Students can access their personal information, such as relevant module details, assessment marks. Tools for group working and peer support are fully utilised in the course activities.
Bringing all of these different ideas and models to bear on your e-learning project can be daunting, but hopefully one or more will speak to you and be useful to your design and evaluation. Try to place where your ambitions and ideas fit into the grid in Appendix 1 that draws on the principles and examples above.