The Importance of Planning
Transitioning to online teaching requires thoughtful course design that goes beyond simply transferring face-to-face materials to a digital format. Effective online courses are built through intentional design, where learning objectives carefully align with instructional materials, assessment methods, learning activities, and student interactions. As you begin this journey into online teaching, consider how your course content and teaching strategies can be adapted to leverage the unique advantages of the online environment.
To begin this process, faculty are encouraged to collaborate with our experienced instructional designers in CETAL, who can guide you through each step of course development and help implement these frameworks effectively in your online environment. Schedule a consultation!
Online Course Design
Designing an effective online course requires careful planning and a student-centered approach. There are several approaches to design, but the Backwards Design Model is most effective. This model has three major components, starting with (1) the instructor first identifies desired learning outcomes, then (2) determines assessments as evidence that the learning objectives have been met, and (3) developes learning activities and course materials. Unlike old models of course design, where the selection of a preferred textbook or learning activity was at the center of course planning, in Backward Design, these are considered valuable resources only when they align with steps one and two of the process.
Woven into Backwards Design are two critical aspects of the design phase: course structure and accessibility. These two aspects establish the fundamental structure, purpose, and accessibility of the course before any actual delivery begins.
Course Structure and Learning Objectives
This is the foundational element of course design. Before anything else can be developed, instructors must:
- Clearly define the purpose of the course
- Create specific, measurable learning outcomes
- Develop a logical progression of content
- Align all course components (materials, activities, assessments) with core learning objectives
Accessibility
During the design phase, this becomes crucial because:
- The course must be designed with inclusivity in mind from the start
- Technology platforms and content formats must be selected to ensure all students can access and engage with materials
- Universal Design for Learning (UDL) principles need to be integrated into the initial course blueprint
- Potential technological barriers must be anticipated and addressed proactively
CETAL strives to collaborate with faculty to ensure all synchronous online courses are fully accessible for students. Learn more about making your online course accessible.
Additional resources on online course design:
Online Course Building Guide (To be build in Canvas)
Comparing Face to Face and Online Teaching
13 Differences Between Online and F2F Teaching
Online Course Delivery
Online course delivery is more than simply transferring in-person content to a digital platform. It’s an intentional, strategic approach to creating meaningful learning experiences and student engagement. Faculty can create these experiences by incorporating interactive activities, facilitating substantive discussions that encourage critical thinking, and connecting course concepts to real-world applications. While this is established during the design of the online course, faculty presence during and throughout the course further enhances engagement by creating a responsive and supportive learning environment.
At its core, effective online course delivery transforms passive content consumption into active, engaging learning through three critical dimensions:
Engagement and Interaction (** Align these with OSCQR)
- Create opportunities for student-to-student and student-to-instructor collaboration
- Develop discussion forums and opportunities for student engagement
- Incorporate real-world applications and authentic assessments
- Use diverse assessment types (discussions, projects, quizzes)
Communication and Support
- Establish clear communication channels and expectations
- Create a communication plan with defined response times
- Provide scheduled, virtual office hours
- Develop guidelines for online interaction (netiquette)
- Offer technical and academic support resources
- Give regular, constructive feedback
Interaction Strategies
- Weekly synchronous or asynchronous discussions
- Individual and whole-group consultations
- Proactive instructor commentary
- Personalized feedback on assignments
- Academic guidance beyond administrative communication
Online Course Review
CETAL utilizes the OSCQR (Online Course Quality Review) rubric as a comprehensive guide for systematically evaluate and improve online course design. It provides a structured framework with specific standards across multiple course elements, including content organization, accessibility, interaction, assessment, and technology integration. The Framework includes:
- A comprehensive course review that results in an Action Plan to improve the design of the online course.
- The Course Refresh prioritizes and targets specific improvements suggested in the Action Plan for improvements.
- A Learning Review that identifies and determines the next set of improvements for continuous online course quality improvement.
Claude, A. (2024). Online Course Design. Anthropic.