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An incremental design process faced recurring challenges, including proving the added value of hybridization and selecting the technological environment for 17 modules. The team needed strong interpersonal capabilities to align program delivery with approximately 40 professors and three distinct institutional contexts while supporting consistent instructional outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/course-design-and-delivery-specifications-1-as-a-tool-for-ensuring-quality-in-an-online-training-program/597744/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/course-design-and-delivery-specifications-1-as-a-tool-for-ensuring-quality-in-an-online-training-program/597744.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What type of training program does the case study focus on?","Question",{"text":112,"@type":113},"It focuses on a hybrid training program worth 60 credits over two years, developed and governed across a five-year period.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the main challenges faced during the design process?",{"text":117,"@type":113},"The team had to clarify the added value of hybridization and choose the key technological environment supporting the instructional design of 17 modules.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the project team coordinate instructional and technological support?",{"text":121,"@type":113},"An instructional and technological assistance component was provided by senior and junior instructional designers, supported through a course team and administrative staff responsible for coordination, monitoring, and program promotion.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597744,1792210871,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Course Design and Delivery Specifications1 as a Tool for ensuring Quality in an Online Training Program  \nUne charte pédagogique comme outil de qualité d’un programme en ligne  \nFrançoise Docq  \nAbstract  \nThis case discusses the design, implementation, and regulation of a hybrid training program (60 credits over two years) organised by three business schools in Europe, and stretching over a five-year period. Following an incremental design process, the design team faced multiple challenges, from finding the added value of hybridization to choosing the technological environment that would be key to the instructional design of the 17 program modules. Subtle interpersonal skills were required to develop a program that suited every professor (n = approximately 40) and every institutional context (3) .  \nKeyword: Hybridization, program approach, techno-pedagogical assistance, posture of the support personnel (ID), educational charter, and management innovation.  \nContext  \nDuring the early 2000s, three professors from three competing business schools initiated collaboration between their institutions in order to experiment with online learning, an emerging concept. This consortium of collaborative experimentation was made possible by a  \n1 Translator’s note: The term used in the original version is “cahier de charge”. Given the specific sector or field in which this term is used, there are a variety of terms used to translate this concept such as: user requirement specifications or report, specs sheet, work specifications, technical agreement, terms and conditions or terms of reference, estimate, technical specifications, statement of work and design brief. We have chosen course design and delivery specifications as the expression best conveying the meaning intended in this case.  \nsix-year European funding package and continued over several years. The challenge of the“Online Manager’s Project” was to design and implement a two-year, 60-credit online interuniversity program as a springboard to a Master’s degree. The result was a formalized project that targeted professional adults in managerial positions as well as graduates in fields other than management.  \nInstitutional setting and stakeholders  \nProject team (see figure 1):  \n􀁸 Frédérique: senior instructional designer in charge of instructional and technological assistance, University of Lac-Ville (ULV)  \n􀁸 Carlos: a junior instructional designer also at ULV  \n􀁸 Doriane, project manager, and assistants Sylvie and Andrée, University of Belle-Ville (UBV);  \n􀁸 Forty faculty members (professors and teaching assistants/tutors) from the three partner universities (ULV, UBV and University of Grande-Ville, UGV) .  \nFigure 1 a schematic representation of stakeholders and their institutional interconnections  \nFrédérique became involved in this project that involved several participants. She and Carlos worked at the University of Lac-Ville (ULV) in the Teaching and Learning Center. This center provides both instructional and technological assistance to all faculties (schools) . As part of the Online Managers Project (OMP), Frédérique and Carlos were asked to devote half their time providing assistance to faculty, which was why their Teaching and Learning Center was a project partner. This case focuses mainly on the assistance provided by Frédérique, as senior instructional designer.  \nAbout 40 faculty members (professors and teaching assistants/tutors) from the three partner universities were involved in the training program. The project was led by an executive committee (EC) headed by a professor from each of the three partner universities.  \nThe project funding allowed the EC to put together a course team, which was responsible for the coordination and development of the project. The instructional and technological assistance provided by Frédérique and Carlos was one of the main components of the team. The team had a workforce of three full-time equivalents (FTEs) divided among five ","cbCaisZfa5XaXId8","https://ap.wps.com/l/cbCaisZfa5XaXId8","pdf",978169,27,"English","# Abstract\n# Context\n# Institutional setting and stakeholders\n## Project team\n## Roles and funding\n# Meta-reflection\n# Specificities of this case\n## Four innovations","[{\"question\":\"What type of training program does the case study focus on?\",\"answer\":\"It focuses on a hybrid training program worth 60 credits over two years, developed and governed across a five-year period.\"},{\"question\":\"What were the main challenges faced during the design process?\",\"answer\":\"The team had to clarify the added value of hybridization and choose the key technological environment supporting the instructional design of 17 modules.\"},{\"question\":\"How did the project team coordinate instructional and technological support?\",\"answer\":\"An instructional and technological assistance component was provided by senior and junior instructional designers, supported through a course team and administrative staff responsible for coordination, monitoring, and program promotion.\"}]","Course Design and Delivery Specifications - 1 as a Tool for Ensuring Quality in an Online Training Program | PDF",1792085624,68]