This qualitative study explored the elements affecting an online student's performance and ability to succeed in an online course by offering a synthesized and enhanced model for online course development that considers the student holistically. The phenomenological study is grounded in the constructivist approach to learning and focused on the expert panel's critique of the proposed model. Data were gathered through two rounds of open-ended questions to a panel of experts in online education. The study resulted in the opinions and criticisms of the proposed model by the 13-member expert panel. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]