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ligne  \nSylviane Bachy, Marcel Lebrun  \nAbstract  \nThis case study deals with the implementation of ongoing training, offered wholly through distance and online learning, and conducted within the framework of an inter-university partnership linking two European countries. The case story relates the experience of several instructional designers (called Academic Advisors in this part of French-speaking Europe) who were in charge of designing, developing, and implementing an online course as well as conducting follow-up assessment on the skills acquired. The project occurred over a period of two years, from the initial course design during the first year to its implementation during the second year. During the design phase, a number of issues arose with regard to the didactic method used, institutional isomorphism, and the digital platforms operating in the two universities. Hindrances and facilitating factors encountered in the second year, during the trainees’ tutorship and guidance, are also analysed.  \nKey-words: online learning, inter-university course, digital platforms  \nThe Institutional Context  \nThe training course described in this study was delivered in Europe. Two universities decided to create a joint online training course with the aim of teaching faculty how to develop online courses. This 10 ECTS-credit university diploma (1 ECTS credit point equalling 30 student working hours) involved having participants take part in a real online experience, while  \nproviding them with step-by-step guidance in acquiring the necessary skills to build their online courses. As both universities had acquired a previous experience in the field, they intended to offer a training course that would meet the following expectations:  \n- flexibility of space and time as required by local participants who, generally speaking, were already heavily engaged in their professional activities;  \n- a demand from participants unable to attend conventional or even blended training courses;  \n- the principle of isomorphism, i.e., treating participants the same way you would expect them to treat their future students by offering a training course that applies everything it prescribes;  \n- a commitment to quality and to scientific excellence that higher education training courses are expected to maintain;  \n- the technical requirements of both LMS (Claroline and Spiral Learning Management systems) by promoting mobility in this training course using various digital spaces;  \n- instructional designers’ expectations with regard to with their tutoring tasks;  \n- participant expectations that their tutors will effectively guide them towards creating their own online course projects.  \nProject Stakeholders  \nLouis is an instructional designer and manager of Alpha Center at Alpha University, as well as being a tutor there. Louis is in charge of the online training course project. This is his story. The other participants in this case study are:  \n- Sylvie-an instructional designer and tutor, also at Alpha Center;  \n- Nathalie-an instructional designer at Epsilon Center at Epsilon University;  \n- Sandra – a Master’s student in instructional design and tutor at Epsilon Center;  \n- Charles-Manager of Epsilon Center and also a tutor there;  \n- Sophie – a tutor at Epsilon Center;  \n- Jean and Barbara-both tutors at Alpha Center;  \n- The authors  \nLouis:  \n“The design process of the training course was piloted by me and Charles, as we had initiated this project together. We met several times at European project seminars and meetings organised by the Agence universitaire de la Francophonie (the Francophone University Agency) . The idea of creating a common diploma, by means of online learning, emerged from this collaboration. We both put in requests to our respective universities for financial help in order to launch this training project.”  \nSylvie, an instructiona","cbCaiep6sQEzsDVt","https://ap.wps.com/l/cbCaiep6sQEzsDVt","pdf",668554,24,"English","# Abstract\n# The Institutional Context\n## Course objectives and expectations\n## LMS and technical requirements\n# Project Stakeholders\n## Roles of participating instructional designers and tutors\n# The Timeline of the Course Design\n## Initial planning and resource review\n## Decisions on materials and learning paradigm","[{\"question\":\"What is the main focus of the case study?\",\"answer\":\"It examines how an ongoing online training course was implemented through distance learning within an inter-university partnership, including design, development, implementation, and follow-up assessment.\"},{\"question\":\"How long did the project last and what were its phases?\",\"answer\":\"The project ran for two years, starting with course design in the first year and moving to implementation in the second year.\"},{\"question\":\"What issues were encountered during the design phase?\",\"answer\":\"Issues related to the didactic method used, the principle of institutional isomorphism, and how the digital platforms operated in the two universities.\"}]","An Online Training Course to Learn How to Teach Online | PDF",1792085643]