A Checklist for Moving Your Course Online

Decorative: "Moving Online"


"A Checklist for Moving Your Course Online" (post) presents a series of points and questions designed to "help the instructor conceptualize their course in an online environment ... [and] hel[p] the instructional designer see what needs to be done."

A. Topics to Consider

1. Course length/timeframe

  • "[I]n an online course, the 'lecture' need not be the center of instruction, but more of a means to guide students to the concepts they will learn through other material."
  • One option is to "first provide students with relevant practical materials to dive in and see the concepts in action ... [and] then use [a] lecture as a way to wrap-up and highlight what was learned in the module."

2.  Course objectives

  • "In many cases, there are fewer course objectives for online courses, in that material is chunked to keep students from becoming overwhelmed."
  • "Review current course objectives and make a note of which topics contain the most and the least number of objectives."
  • "Also, make a note of which topics/modules/sessions contain objectives that are often difficult for your students."

3.  Learning activities

  • "[M]any faculty believe that the online course equivalent involves just uploading PowerPoint slides to substitute for in-class lectures."
  • "In face-to-face classes, learning activities often consist of lecture, discussions, practice problems, video discussion, group work, etc."

4. Assessments

  • "Does your course have a midterm and a final? How about weekly quizzes, homework, lab assignments, and practice problem sets? How do these translate into an online environment?"
  • "There are many ways to handle assessments, but you need to be clear on whether the assessment is a formative or a summative one."
  • "A formative assessment gauges how students are doing along the way ... provid[ing] feedback and inform[ing] students of their progress and what they need to improve upon."
  • "[S]ummative assessments are more final and should be used to evaluate students on their level of learning, skills development, and overall achievement in the course."
  • "[T]he type of assessment will help determine the appropriate online strategy to access your students."

B. Course Development Checklist for Faculty

1. Overall course features

  • "What are the top three features that you MOST like about your course? In other words, which course features (i.e., lectures, exams, assignments, etc.) do you feel work, and would you keep the same?"
  • "What are the top three features that you LEAST like about your course? In other words, what are some features (i.e., lectures, exams, assignments, etc.) that you would change if you could?"
  • "Which two course features (i.e., lectures, exams, assignments, etc.) do you feel work, and would you keep the same?"

2. Learning activities

  • "What are the three MOST popular learning activities in your course (e.g., the wiki on green computing)?"
  • "What are two challenges or struggles have you experienced in teaching this course? For instance, 'Lecture two is dry, and students do not pick up the material well.'"
  • "What are the muddiest points per module/lecture that students experience in learning from your course?"
  • "What are three technology features that you would add to your course to enhance its learning activities?"

3. Assessments

  • "Do you use any formative assessment tools such as quizzes, homework, practice sets, etc.? If yes, what are students required to do to successfully complete them?"
  • "Do you have grading rubrics for your assessments?"

4. Interactivity

  • "What are the three or four primary ways that students interact (with you, with each other) in your course?"
  • "What are three or four interactions that you would like to see in an online course?"

Heath, Angela. "A Checklist for Moving Your Course Online." Faculty Focus Premium 10 July 2018.

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