Template for the Design and Development of Online Courses
Andrea Henne, EdD
Dean, Online and Distributed Learning San Diego Community College District
When faced with the challenge of teaching online, faculty members often struggle with the process of how to translate the course content into the online teaching environment. While there is no one-size-fits-all formula for developing an online course, there are common components, criteria, and guidelines that faculty can adapt to their needs and requirements.
We have had success with guiding the faculty in developing online courses by providing a template that consists of these sections:
1. Module matrix with required components, criteria, and guidelines. 2. Syllabus required components and guidelines
3. Sample syllabus template
4. General guidelines for materials formatting 5. Recommended course development guidelines 6. Checklist of course readiness.
Section 1: Module matrix with required components, criteria, and guidelines.
The online course content is presented in learning modules with each module taught on a time-scheduled basis, such as one module per week. Depending upon the learning objectives, all the modules may be available throughout the course or the modules may be time-released week by week. If the courseware tools permit release of new material based on the results of the end-of-module assessment, this type of customization creates a learning path that meets the needs of individual learners.
The module matrix also includes suggestions for guiding students for readiness as online learners:
Pre-registration: Students complete an Online Learning Inventory to assess their readiness for being successful in an online learning environment. There are numerous off-the-shelf web-based checklists, or a self-check survey instrument can be developed in-house. Students receive a score and feedback on their compatibility with successful online learning traits such as communication and learning styles. Technical skills and access to appropriate technology are also
assessed in the Online Learning Inventory prior to registration in an online course.
At Registration: The registrar’s office or online registration system provides the online student with information about how to obtain the required texts and materials as well as a link to the courseware orientation, which must be completed prior to the first day of class.
Each module consists of 7 components, and the template lists criteria and guidelines for module development:
1. Pre-Assessment- Prior to beginning the module, students are assessed to determine their entry-level knowledge of the topic. Assessments may take a variety of forms including: objective questions (scored automatically by the courseware), short answer or essay questions. Results of the module assessment will be compared with the PreAssessment to measure
students' learning outcomes.
2. Learning Objectives - Include a lead-in statement such as, “Upon
successful completion of this module, students will be able to...” Module objectives must include the actions, performance criteria, and conditions of what the student will be able to do.
List verbs which demonstrate a measurable outcome. Place the verb at the beginning of the objective. Some examples are: define, repeat, list, record, recall, relate, underline, translate, discuss, describe, identify, locate, report, interpret, dramatize, illustrate, schedule, sketch, apply, operate, evaluate, solve, calculate, etc. stress critical thinking activities. Explain briefly “how” the knowledge will be shown: ex., “ define, in writing, the influence of the Bauhaus movement on the design of contemporary buildings.”
The objectives must relate in concept and language to both the Course Description and the concepts listed in the Outline of Topics on the
syllabus. Be concise and complete: ten is probably too many; one is not enough.
3. Assigned Reading - Reading assignments are required. Specify chapters, pages, documents, slides. Provide guided reading suggestions or points to look out for in the reading.
4. Assigned Writing - Writing assignments are required. Specifically identify the type of writing, outlining, etc. Explain the process for submitting the writing assignment and the evaluation criteria. Some suggested
techniques are:
a. Posting to the discussion board
b. Transmitting a Word document (to instructor or shared with class) 5. Exercise/Activities - Provide an interactive exercise for the entire class or
for groups. Suggested interactive exercises:
a. Discussion Forum with specific guidelines for quality/quantity of postings
student review and comment.
c. Student submission of web resources on the module topic. d. Post a self-assessment quiz using the online assessment tools
6. For Further Study - Provide links to Web resources to engage students in further study.
7. Assessment - The purpose of the assessment is to measure the achievement of the Learning Objectives for this module. Suggested formats for the assessment:
a. Short essay questions.
b. Quiz items submitted via the Assessment Manager. The format of the assessment should match the format of the pre-assessment so that progress can be measured.
Specify the instructor feedback concerning the assessment (how will feedback be provided, and when). Specify what the remediation process would be for students who miss meeting the learning objectives.
Illustration of Module Matrix with Required Components, Criteria, and Guidelines Pre-Assessment Learning Objectives Assigned Readings Assigned Writing Exercise/Activities For Further Study Assessment
Pre-Registration: Student Online Learning Readiness Inventory + Technical Requirements
At Registration: Student’s Required Texts List Distributed and Courseware Orientation Completed before start of course. Module Criteria and Guidelines
Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Module 7 Module 8 Module 9 Module 10 Module 11 Module 12 Module 13 Module 14
Final Assessment(s): Exam, Research Paper, Project
Example of Module Matrix with Required Components, Criteria, and Guidelines Pre-Assessment Learning Objectives Assigned Readings Assigned Writing Exercise/Activities For Further Study Assessment
Pre-Registration: Student Online Learning Readiness Inventory + Technical Requirements
At Registration: Student’s Required Texts List Distributed and Courseware Orientation Completed before start of course. Module Criteria and Guidelines
Module 1 Prior to beginning the module, students are assessed to determine their entry-level knowledge of the topic. Assessments may take a variety of forms including: objective questions (scored automatically by the courseware), short answer or essay questions. Results of the module assessment will be compared with the Pre-Assessment to measure students' learning outcomes. Include a lead-in statement such as, “Upon successful completion of this module, students will be able to...” Module objectives must include the actions, performance criteria, and conditions of what the student will be able to do. List verbs which demonstrate a measurable outcome. Place the verb at the beginning of the objective. Some examples Reading assignments are required. Specify chapters, pages, documents, slides. Provide guided reading suggestions or points to look out for in the reading. Writing assignments are required. Specifically identify the type of writing, outlining, etc. Explain the process for submitting the writing assignment and the evaluation criteria. Some suggested techniques are: Posting to the discussion board Transmitting a Word document (to instructor or shared with class) Provide an interactive exercise for the entire class or for groups. Suggested interactive exercises: Discussion Forum with specific guidelines for quality/quantity of postings Creation of individual or group PowerPoints via discussion board for student review and comment. Student submission of web resources on the module topic. Post a self-assessment quiz using the online assessment tools. Provide links to Web resources to engage students in further study. The purpose of the assessment is to measure the achievement of the Learning Objectives for this module. Suggested formats for the assessment: 1. Short essay questions. 2. Quiz items submitted via the Assessment Manager. The format of the assessment should match the format of the pre-assessment so that
are: define, repeat, list, record, recall, relate, underline, translate, discuss, describe, identify, locate, report, interpret, dramatize, illustrate, schedule, sketch, apply, operate, evaluate, solve, calculate, etc. Stress critical thinking activities. Explain briefly “how” the knowledge will be shown: ex., “ define, in writing, the influence of the Bauhaus movement on the design of contemporary buildings.” The objectives must relate in concept and progress can be measured. Specify the instructor feedback concerning the assessment (how will feedback be provided, and when). Specify what the remediation process would be for students who miss meeting the learning objectives.
language to both the Course Description and the concepts listed in the Outline of Topics. Be concise and complete: ten is probably too many; one is not enough. Module 2 Module 3 Module 4 Module 5 Module 6 Module 7 Module 8 Module 9 Module 10 Module 11 Module 12 Module 13 Module 14
Final Assessment (120 Points) Exam, Research Paper, Project
Section 2: Syllabus Components and Guidelines for Integrated Modular Course Syllabus
The overall syllabus design needs to show that each component of the course outline is integrated with the overall course objectives. Throughout the syllabus:
• Course objectives should reflect the purpose of the course as stated in the course description
• Course outline should cover all the objectives
• Methods of evaluation should match the objectives and show how students will demonstrate that all the objectives have been met
• Methods of instruction should show how the course will enable students to achieve the objectives
• Grading rubrics should detail the criteria for receiving course points.
Section 3: Syllabus Template
Since the syllabus is the basic course road map for the instructor and students, each educational institution would benefit from developing a template that streamlines the process of developing a syllabus for each course. Students will benefit from having a standardized look and feel to each course syllabus, and faculty will find that the syllabus creation and updating process is more efficient when they adhere to a pre-set format.
Section 4: General Guidelines for Materials Formatting
The section of guidelines includes font style and color, weblink style, file formats, course accessibility and copyright compliance requirements as shown in the examples below:
a. Font: Arial or Verdana size 12 font
b. Font Color: Black. Bold colors may be used for highlighted material
c. File Formats: Microsoft Office formats of .doc, .rtf, ppt, .xls; Adobe Acrobat .pdf
d. All images public domain for used after obtaining written permission. All images with ALT (text) tags
e. Hyperlinks shown with full URL; e.g., http://hl.teachmag.com
f. Use italics or bold for emphasis. Use underline for hyperlinked text only. g. All audio/video material is captioned or accompanied by a text transcript h. Permission obtained from the publisher or copyright owner for all text or
media
i. Institutional copyright statement appears on every original item.
Section 5: Recommended Timelines
While it is not always possible to have the desired amount of time in advance to develop an online course, the goal is to have a well-planned approach that becomes a
• 6 months prior to the start of the course: Instructor meets with course development team
• 4-6 months prior to the start of the course: Instructor provides concepts and content for media creation
• 3-5 months prior to the start of the course: Instructor collaborates with “Distance Learning Library Specialist” for online library resources
• 3-5 months prior to the start of the course: Instructor provides online bookstore with textbook information and/or coursepack creation materials
• Prior to registration: Registrar’s Office provides students with technical
requirements information and directs students to the website for Online Learning Readiness Inventory
• At registration: Registrar’s Office provides students with list of required materials and directs students to the website for online student orientation information The benefits of guiding the course development process using a template such as the one discussed here are many: Faculty do not need to “reinvent the wheel” when they are conceptualizing how to translate what they do in the classroom to the online
teaching and learning environment. The roles and responsibilities of the instructor, the course development team, and the student support services departments are clarified. The educational institution has the assurance that each online course meets the quality and rigor to meet educational effectiveness goals.
