Embedded Files
From the Quality Framework
From the Quality Framework
Structuring the Online Course
The overall structure of an online course is a critical component of a successful learning experience. Online courses should include relevant and up-to-date course materials that enable the student to clearly identify what they will be able to know or do upon completion of a course and it should be made clear for the student how they are going to learn and how their learning will be assessed. The curated materials for a course should be presented in a professional manner which models the behaviour we ask of our students (free of spelling and grammar errors, properly cited and used with appropriate permissions where required, active links). Dedicated space within the course structure should also be provided so that students can ask questions and seek clarity. Course materials should be posted in a timely manner so that students have an opportunity to familiarize themselves with the structure and layout of the course and adequately prepare for the first lesson.
Guiding Questions
Do students have all the information that makes clear the purpose and structure of the course and how learning is to take place?
Have up-to-date approved course documents been posted or made available to students, i.e., course outline with course description, learning outcomes, evaluation scheme, required textbooks, supplies, technologies (and how to obtain them), syllabus and/or weekly timelines and assessments?
Have all course materials been posted prior to the first lesson so that students can familiarize themselves with the layout and content of the course in anticipation of the start of class?
Have you clearly identified for students which parts of the course will be delivered asynchronously or synchronously?
Have you identified how and when synchronous components will take place and considered equity and accessibility when designing these activities so that all students are able to actively participate?
Have you developed an alternative plan of action for students who are unable to participate in one or more synchronous sessions (tech issues, sick, timezone, etc.)?
Do students have a clear understanding of your expectations should they be unable to attend a synchronous session and how they are to access this instructional material?
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Main Components
Main Components
Course Information
Course Information
This one is all about staying up to date. If you make a change to the syllabus, be sure to update the document itself, communicate the change to students clearly, and display the updated content in a prominent place.
The following can be posted in the 'Course Information' Section:
Web link to Seneca's Approved Course Outline
Current and approved syllabus has been uploaded
A link to a course calendar (on a content page, select 'Tools' and then 'Calendar'. See here for an image.)
The calendar will auto populate if you use 'Due Dates' when creating assignments and quizzes
Under 'Assignments' put instructions for each assignment.
The clearer and more detailed the better!
Consider creating an example of a completed assignment submission to give students an idea of what is expected
If it's a quiz or test, consider giving a practice quiz with a smaller number of similar questions
Each assignment should have it's weighting and due date prominently displayed somewhere. At the top of the 'Instructions' textbox is a good idea.
A weekly timeline is also a great idea
Put an updated one in the 'Course Home Page', or send one out weekly as an Announcement, or include a weekly summary as the first entry in a week's learning module. However you do it, make sure it is easy for students to find!
Course Materials
Course Materials
Every time you deliver a course, check all your course content:
Make sure it is up to date and reflects the current semester's information
If you use documents for instructions, don't include the due date in the actual document. Instead, put them in the Blackboard description. This will ensure you don't accidentally forget to edit an assignment document.
Edit for spelling and grammar
Everything has been properly cited
Check all links to make sure they still work as intended
Questions and Feedback
Questions and Feedback
Students should have ample opportunities to ask questions and give feedback. Beyond e-mail, here are a few other simple things you can do to create communication points between you and your students:
Asking Questions:
Create a discussion board forum or Padlet page for general questions
Course Feedback:
Have a Blackboard Survey available all semester (with unlimited attempts). By default these are anonymous. See here for viewing the results from Grade Center.
Have an ongoing Mentimeter survey available for students
Regardless of which method you use make sure that:
You check it regularly
That its existence and location is communicated to students.
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