Course Set-Up Tips

Teaching online effectively can require even more advanced planning than the traditional classroom. The following elements are important to consider when planning for an online course. Note that naming conventions might vary depending on the learning management system (LMS) used.

• Course Purpose:
  • Goals: A broad statement about what students should learn by the end of a course.
  • Objectives: More defined statements about intended knowledge gained.
  • Learning Outcomes: Measurable statements about what students should know by the end of a course.
  • Additional information can be found in the Goals, Objectives, and Learning Outcomes Tips.
• Required technology & skills: Learners should be aware of what technology is needed such as having an email account, internet access, a computer, or mobile device. Learners should also know what skills are needed such as being able to navigate online, creating a Google account, or using a camera or microphone.
  • Additional information can be found in the Digital Literacy Tips.
• Consistent Navigation and Content Organization: Learners can become frustrated or confused if navigating a course or locating the course content is challenging. Using consistent navigation and organization creates familiarity and makes it easier for learners to move throughout a course.
  • Use the same structure and naming conventions from week to week.
  • Organize content folders chronologically.
  • List activities in order of importance.
• Course Elements: The building block for developing your course.
  • Course Welcome: A warm welcome helps learners feel seen, valued, and included from the start—especially in online or adult education, where it humanizes the experience and reduces feelings of isolation. This can be done through a welcome post and/or a welcome video. Just be natural. The best videos are the real ones!
  • Contact Information & Office Hours: Here is where preferred methods of communication are shared. Recommended information includes phone number, email, hours of availability, and virtual meeting information.
  • Schedule: Provide a schedule that includes weekly course content, assignments, and due dates.
  • Grading policies: Provide clear expectations of performance, be transparent, and include relevant criteria. If applicable, include extension, make-up, and redo policies.
  • Feedback policies: Provide learners with information on how and when feedback will be given. Feedback should be timely, highlighting progress vs. deficiencies, and provide opportunities for improvement. Students should also be allowed to share their feedback and self-monitor their progress.
  • LMS Help Guide: Many platforms already have “how-to” videos that you can share.
• Course Accessibility and Universal Design for Learning (UDL): Designing with accessibility and UDL up front avoids costly retrofitting and creates a better experience for everyone, including instructors, who benefit from fewer accommodation requests.
  • Information on Accessibility: Makes content usable by learners who are blind, deaf, or have mobility, cognitive, or neurological disabilities.
  • Information on UDL: An educational approach that intentionally designs flexible learning experiences to accommodate the broadest range of learners from the start.
  • Additional information can be found on the Teaching Across the Board website under Supports.