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Best Practices in Online Course Design

What Makes an Effective Online Course?

The basic principles of high-quality online college course design are grounded in聽research-based standards and best practices. These principles ensure that online courses are learner-centered, accessible, and effective in supporting student success. Key principles include:

  • Clear, Measurable Learning Outcomes: Clearly state what students are expected to learn and ensure all activities and assessments align with these outcomes.
  • Logical, Consistent Structure: Organize the course with a logical, uncluttered layout that is easy to navigate. Use consistent module structures, headings, and navigation aids so students can easily find content, assignments, and resources.
  • Accessible and Inclusive Design: Ensure all materials are accessible to all students, including those with disabilities. Use accessible document formats, alt text for images, captions for videos, and follow Universal Design for Learning (UDL) principles.
  • Regular and Substantive Interaction: Foster regular communication and engagement between instructor and students, as well as among students. Set clear expectations for participation, feedback, and interaction, and provide opportunities for collaboration and discussion.
  • Engaging, Aligned Content and Activities: Provide diverse, relevant, and engaging learning materials and activities that support higher-order thinking and real-world application. Ensure all content and activities directly support the stated learning outcomes.
  • Transparent Assessment and Feedback: Use clear grading policies, rubrics, and timely feedback to help students understand expectations and monitor their progress. Align assessments with course objectives and provide opportunities for self-assessment and reflection.
  • Continuous Improvement: Regularly review and update the course based on student feedback, learning analytics, and self-assessment using tools like the OSCQR rubric. This supports ongoing enhancement of course quality and student learning experiences.

These principles are designed to create an effective, equitable, and supportive online learning environment that promotes student achievement and satisfaction.

Examples of the Principles in Action:

Here are specific examples for each basic principle of high-quality online college course design:

1. Clear, Measurable Learning Outcomes

Example from Biology:
鈥淏y the end of the course, students will be able to evaluate ecological relationships at the population, community, and ecosystem levels using quantitative and observational data.鈥�

This outcome is student-centered, uses an action verb (鈥渆valuate鈥�), and is measurable through assignments or discussions.

2. Logical, Consistent Structure

Example:
The course is organized into weekly modules, each with a consistent structure:

    • Each module starts with an overview with learning objectives, followed by readings, a lecture video, a discussion forum, and a quiz.
    • All modules use the same naming conventions and layout, making navigation predictable for students.

3. Accessible and Inclusive Design
Here are specific examples of inclusive and accessible course design for college faculty, drawn from the Web Content Accessibility Guidelines (WCAG) and best practices in higher education:

a. Provide Text Alternatives for Non-Text Content (WCAG 1.1.1)

Examples:

  • Every image in your course (e.g., diagrams, charts, icons) includes descriptive alt text that conveys the essential information.
  • For a chart: 鈥淏ar chart showing a 30% increase in enrollment from 2021 to 2024.鈥�
  • For a decorative image: Use empty alt text (alt="") so screen readers skip it.

b. Ensure Video and Audio Accessibility (WCAG 1.2.2, 1.2.4)

Examples:

  • All lecture videos include accurate captions and, when necessary, audio descriptions for visual content.
  • For a recorded lecture, upload a caption file or use a platform that auto-generates and allows editing of captions.
  • For a video demonstrating a process, provide a separate audio description or transcript detailing visual steps.

c. Use Proper Headings and Structure (WCAG 1.3.1, 2.4.6)

Examples:

  • Organize course content using semantic headings in documents and online pages.
  • Each module starts with a main heading, followed by subheadings for topics and activities.
  • This enables screen reader users to navigate easily and helps all students scan content.

d. Ensure Sufficient Color Contrast (WCAG 1.4.3)

Examples:

  • Text and background colors have a of at least 4.5:1.
  • Use dark text on a light background or vice versa.
  • Never use color alone to convey meaning (e.g., don鈥檛 mark required fields in red only鈥攁dd an asterisk or label as well).

e. Make All Content Keyboard Accessible (WCAG 2.1.1)

Examples:

  • All course navigation, quizzes, and interactive activities can be completed using only a keyboard (no mouse required).
  • Test by tabbing through your course site to ensure all links, buttons, and form fields are reachable and usable.

f. Provide Clear, Consistent Navigation (WCAG 2.4.1, 2.4.6)

Examples:

  • Each module follows the same structure and uses consistent navigation menus.
  • Use Moodle鈥檚 section headings, navigation blocks, and clear labeling for assignments and resources.
  • Download or create a graphic icon set that you can use to guide learners about learning asset types. Assignments can be depicted by a check-mark icon, for example, and discussions by a conversation icon. Use these consistently throughout the course.
  • Create your first module and review it with a TLT team member. Then use this module as a template to create the other modules in your course.

g. Write Clear Instructions and Avoid Jargon (WCAG 3.1.5, 3.3.2)

Examples:

  • Assignment instructions use plain language and specify all required steps.
  • Instead of 鈥淪ubmit your artifact as per the guidelines,鈥� write 鈥淯pload your completed worksheet as a PDF using the 鈥楢ssignment 1鈥� link below.鈥�
  • Provide examples and clarify deadlines.
  • Include a purpose statement with each assignment that explains why students are being asked to complete it.
  • Provide clear and detailed assessment criteria for each assignment before students begin working on it.

h. Use Accessible Document Formats

Examples:

  • PDFs are tagged for accessibility, Word documents use built-in styles for headings, and PowerPoints have slide titles and reading order set.
  • Test documents with accessibility checkers before posting

i. Offer Materials in Multiple Formats (UDL, WCAG 1.1.1, 1.2.1)

Examples:

  • Provide lecture notes as downloadable text files, transcripts for audio, and visual diagrams with text descriptions.
  • Build in choice in how students learn content when possible.

j. Test and Maintain Accessibility

Examples:

  • Regularly use tools (like , axe, or browser accessibility checkers) and manual checks to review your course for accessibility barriers.
  • Solicit student feedback on accessibility and respond promptly to reported issues.

4. Regular and Substantive Interaction

Examples:

  • Instructor clearly outlines in the syllabus how and when they will interact with students (e.g., response times for emails, participation in forums, office hours) and what they expect from students in terms of engagement.
  • Post weekly announcements summarizing key points, upcoming deadlines, and addressing common questions. This keeps students informed and reinforces the instructor鈥檚 presence in the course.
  • Offer individualized, in-depth feedback on assignments and discussion posts, highlighting strengths and areas for improvement. Use both written and audio/video feedback for a more personal touch.
  • Actively engage in discussion forums by posing questions, responding to student posts, and connecting ideas across threads. Encourage students to interact with each other as well.
  • Offer regular virtual office hours via Zoom or similar platforms, and consider occasional live review or Q&A sessions to allow real-time interaction.
  • Start the course with an introduction forum or video, and encourage students to share about themselves. Use icebreakers to help students connect and feel comfortable participating
  • Implement quick polls, 鈥渕uddiest point鈥� prompts, or short reflective activities to gauge student understanding and well-being. Respond to these check-ins to show you care about their progress.
  • Record weekly video introductions or summaries where you discuss course content, address student questions, and share relevant personal anecdotes to humanize your presence.
  • Design group projects, peer reviews, or collaborative discussions where students work together to solve problems or apply course concepts.
  • Review Moodle activity logs to identify students who may be disengaged and reach out with supportive messages or resources.

听5.听Engaging, Aligned Content and Activities

Example:

After reading about climate change, students participate in a simulation where they role-play as policymakers negotiating a global climate agreement.

The activity directly supports the learning outcome: 鈥淓valuate the impact of policy decisions on environmental sustainability.鈥�

6. Transparent Assessment and Feedback
Example:

Each written assignment includes a detailed rubric outlining criteria and point values for content, analysis, and writing mechanics.

After grading, the instructor provides individualized feedback through Moodle, highlighting strengths and areas for improvement, and returns grades within one week.

When possible, samples of student work are provided to show students what meeting your expectations looks like.

7. Continuous Improvement
Example:

At midterm and end-of-course, students complete an anonymous survey about course materials, structure, and teaching methods.

The instructor reviews the feedback and course analytics, then updates the course design and resources for the next semester based on student input and self-assessment using the OSCQR rubric.

These examples demonstrate how each principle can be concretely applied in an online college course, supporting both student learning and a high-quality educational experience.