Course Checklist

After you have re-envisioned your course for online teaching, you'll need to implement what you have planned. The following checklist can help you identify and complete essential steps.

Download a condensed version of this checklist as a PDF file.

Share Course Materials

Decide how you are going to convey content for the online portion of your course.

Lecture Content

For lecture content, determine whether to deliver your lectures asynchronously so students can receive them on a flexible schedule or whether to meet with your students using real-time, synchronous options.
- Asynchronous options range from text-based files, such as Word, PowerPoint or HTML, to audio or video formats, such as lecture capture, screen capture (voice-over PowerPoint), and interactive display (screen view with annotation and voice-over).

Real-time options include webinars, videoconferencing, phone conferences, and interactive online environments, such as Second Life.

Recorded content can be prepared for streaming over the web or for download as a podcast that can be viewed on a computer or portable MP3 player.

If using real-time options, be sure to set student expectations so they know when they need to be available.

Readings

Distribute course readings and other resources (syllabus, assignment descriptions, study guides, etc.).
- As with classroom-based courses, textbooks and printed course packs may be assigned, along with electronic options.
- For electronic file formats (i.e., Word, PDF, and multimedia), consider using the Carmen learning management system to organize and share links. If needed, University Libraries’ eReserves service can clear copyright and post journal articles and other readings directly to Carmen.

When preparing files for download by students, remember that very large files can be difficult to access. Break large files into smaller sections and have multimedia files (especially video files) converted to streaming formats.

Incorporate Learning Activities

For each activity you would use in class, think of alternatives that take advantage of the online environment. For ideas to help you get started, you might look at the book Engaging the Online Learner: Activities and Resources for Creative Instruction (2004) by Rita-Marie Conrad and J. Ana Donaldson.

Use online discussions to provide an asynchronous method for students to share their ideas and questions about readings and lecture topics.

Use breakout groups to create more engaging activities for students in large courses. LMSs, such as Carmen, offer tools to help instructors assign and manage group projects and discussions.

If real-time interaction is possible, schedule chat sessions to provide immediate responses to questions or to work through group activities.
For group or collaborative projects, use web-based tools such as wikis and Google Docs as a convenient way for students to contribute and share documents.

Assign and Manage Assessments

Plan how to assign and manage assessments, such as papers, homework assignments, and quizzes. LMSs, such as Carmen, offer tools to help instructors manage assignments and grades.

Be sure to provide clear descriptions of your expectations when giving assignments for courses that seldom or never meet face to face. Consider providing rubrics to identify differences between excellent, acceptable, and minimal performance on assigned tasks.

Use an online dropbox to collect papers and other electronic documents.

When grading Word documents or PDF files, use the commenting features built into Microsoft Word and Adobe Acrobat Professional to provide feedback.

Use wikis and online discussions for assignments that require peer review.
For quizzes, use the LMS quiz tool to create a bank of questions that can be randomized. LMSs can automatically grade and immediately provide feedback for question types such as multiple-choice, true-and-false, and matching.
Use the LMS gradebook to manage and calculate student grades. This allows students to follow their own progress as assessments are completed.

Facilitate Communication

Communication is the key to success in online courses.

Introductions and Expectations

Introduce yourself.
- Think of a way to convey your style and personality in an early activity.
- Consider a video introduction, a webinar, or an introductory meeting to put students at ease and let them know that teaching online doesn’t diminish instructor involvement or interest.

Set clear guidelines for participation, performance, and behavior in your course syllabus.

Make sure students understand the technical requirements and well as the social ones for successful online learning in your course.
Model the tone and quality of feedback you want to see in exchanges between students.

During an orientation session or first assignment, require students to test all technology required for the course so problems can be addressed early on. Provide links to any tools and browser plug-ins students will need within the course. Also, make sure to share information about how to request technical support.

Be sure to set up ways for students to communicate their questions and needs back to you.

Set up a special area for online discussion about the course structure, not course content. This is where students can ask questions about schedules, technology glitches, and other course mechanics.

Ongoing Communication

Be proactive in managing course communication and student involvement.
- Post news items within the LMS to help students focus on learning goals.
- Use news items to clarify any significant questions asked of you individually that may affect other students.
- Use LMS tools like calendars and checklists to remind students of assignments, deadlines, and events.

Create discussion posts to help students remember and explore important lecture points.
Monitor student engagement within the course by observing how active they are in discussions and activities.
- If a student is not meeting expectations or seems to be lagging behind, follow up by email.

Design activities and assignments that require and reward participation and interaction. This helps you identify students who need extra guidance early in the term.

Consider Ease of Use

Strive for a user-friendly course design that is clear and consistent.

Walk through your course from the student perspective at the start of each term to ensure consistency across materials, that web links and conditional release settings still work, and that your course is active and visible to students.

If possible, add an ally (a colleague or assistant) to your course as a student. Have them walk through the major segments to identify technology glitches or places where you need to provide more clarity. If that isn’t possible, use the LMS role-switch or student-view function.

Create cross-links where possible so students have more than one way to reach important content. For example, link directly to lecture notes and readings in a weekly news item.
Actively solicit student comments about the course design to uncover any confusing aspects. (Also, be vigilant for issues you or your students have encountered in the past.) If needed, post news items during the quarter to clarify. Before you teach the course again, consider revisions to your course design that will improve ease of use.

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