Elements of Course Design

Course Design Really Matters

Intentionally designing online courses is important for several reasons. Quality course design ensures that learning objectives are clearly defined and aligned with the overall goals of the course and the program. It helps instructors structure the content and activities in a logical and coherent manner, ensuring that student’s progress through the material in a meaningful way.

Well-designed online courses also take into account the needs and characteristics of online learners. Quality courses employ appropriate instructional strategies, technology tools, and multimedia elements to engage students and promote active learning. Effective course design incorporates various, authentic learning activities and assessments that encourage critical thinking, collaboration, and application of knowledge.

Quality course design plays a significant role in promoting student motivation and satisfaction. A well-structured online course with clear instructions and expectations can enhance the learning experience and reduce cognitive load, confusion or frustration among students. It helps establish a sense of community and support, fostering student engagement and persistence.

UMA’s learning experience designers can support instructors in the course design process by providing expertise in andragogy/pedagogy, instructional strategies, and technology integration. We collaborate with instructors to analyze learning goals, identify appropriate content and assessments, and design engaging learning activities. Learning experience designers often utilize course design models to guide the course design process. We offer guidance on best practices for online instruction, accessibility considerations, and multimedia development.

Designing a course requires attention to many elements. A good start is to review the Course Design Models page and consider using one of those as a starting point. You can also incorporate a strategy of your own and/or work with one of UMA'sLearning Experience Designers;(LXDs). Once you design your course it is best practice to conduct a course review prior to opening to students.

Improving Good Courses to Great!

The recording to the right is a webinar conducted by the D2L Course Quality Improvement Network. This session provides several ways and rubrics to answer the question, "Is my D2L (Brightspace) course good?" Strategies will be shared to help you self-assess your course to blend the best practices of quality assessment of your course design to provide significant learning for students and free up more of your time to teach rather than managing the course. 


Click the image to open the video in a new tab and click the play button. The beginning of the recording discusses some D2L resources. The actual session begins at time stamp 2:22. (LaPlant and Fashant,  2022).

(Gober, Locher, and Schisler, 2022)

The link will take you to a brief article published in Faculty Focus with recommendation for quality online course design. The references included in the article include excellent additional resources.

(Gunder, Vignare, Adams, MGuire, and Rafferty, 2021)

The link will take you to the Every Learner Everywhere website which will offer you the option to download the entire playbook. In addition to the playbook, the website offers other great resources!

References:

Boettcher, J. V., & Conrad, R. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). Jossey-Bass.

Gober, C., Locher, M., & Schisler, L. (2022). Ten online course structural components to support learning. Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/online-education/online-course-design-and-preparation/10-online-course-structural-components-to-support-learning/

Gunder, A., Vignare, K., Adams, S., McGuire, A., & Rafferty, J. (2021, June 8). Optimizing high-quality digital learning experiences: A playbook for faculty. Every Learner Everywhere. https://www.everylearnereverywhere.org/resources/. 

LaPlant, K. & Fashant, Z. (2022). Assessing course quality: Improving good courses to great! D2L Course Quality Improvement Network. Retrieved from https://videos.d2l.com/watch/n6GmUFWzuziiR2dPghFtF1?

McMahon, E. (2021). Designing effective online courses: Exploring the relationships amongst online teaching self-efficacy, professional development, online teaching experience, and reported implementation of effective higher education online course design practices. The Interactive Journal of Global Leadership and Learning, 2(1). Retrieved from https://red.mnstate.edu/cgi/viewcontent.cgi?article=1026&context=ijgll