Reflecting on the Steps of Setting Up a Online Course

Getting off to a good start for an online learning experience involves key presences such as social presence, cognitive presence, and teaching presence (Mehta et al., 2017). As an instructor or instructional designer, the starting point should identify and state the desired learning outcomes regarding online learning and the course design. Once the learning outcomes are determined, the instructor can design the objectives for achieving those learning outcomes and choose the technology tools. 

Instructors can use technology to engage students in learning and create knowledge (Mucundanyi, 2021). Knowing the available technology is key when designing an online course because the course depends on the technology. Boettcher and Conrad (2011) mention that instructors should begin a course with simpler tools, gradually increasing to more complex tools as the course progresses. Learning Management Systems (LMS) such as Canvas and Blackboard can help instructors create an effective, smooth, and engaging student experience (Boettcher & Conrad, 2011). It is important to know the technology available to choose tools that fit the course's and student's needs. For example, if the course depends on multimedia elements, such as video lectures and applets, knowing how to integrate them is key. In addition, the instructor needs to be familiar with the technology to troubleshoot common issues and provide technical support to the students to help keep the course running smoothly. 

Likewise, it is important to state and use clear communication expectations with the students at the beginning of the course. Setting clear communication at the beginning of the course sets the tone for the entire course and helps students understand what is required of them to succeed (Boettcher & Conrad, 2011). This includes detailed course objectives, assignment deadlines, participation requirements, grading rubrics, etc. (Mehta et al., 2017). This can be presented through syllabi or instructional videos. 

In online learning, instructor presence in a course is critical, especially at the beginning of the course (Walden, 2010). Instructors could record an introduction of themselves and give a brief insight into the course and how to navigate the online platform. This could help students see and understand the course and expectations and feel part of the learning environment (Mucundanyi, 2021). In addition, the instructor needs to present in discussion boards, give timely feedback, check and respond to emails, and provide online support. Other considerations for setting up an online learning experience are accessibility, student engagement, time zone considerations, assessments and feedback, and technological support.

When setting up an online learning experience, selecting the right technological tools, communicating clear expectations, being present as an instructor, and considering any accommodations that students may need for the technological tools and learning platform are some of the key practices one takes.

References


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


Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.


Irlbeck, S. S. (2008). Implementation of best practices for online teaching and learning in an online institution. Performance Improvement, 47(10), 25-29. doi:10.1002/pfi.20036


Mehta, R., Makani-Lim, B., Rajan, M. N., & Easter, M. K. (2017). Creating online learning spaces for emerging markets: An investigation of the link between course design and student engagement. Journal of Business & Behavioral Sciences, 29(1).


Mucundanyi, G. (2021). Design Strategies for Developing an Engaging Online Course in Higher Education. International Journal of Education and Development using Information and Communication Technology, 17(3), 198-206.


Walden University, LLC. (Producer). (2010). Launching the online learning experience [Video file].





Comments

  1. WUEDUC6145ChristopherStangJanuary 25, 2025 at 4:22 AM

    Hello Heather, Dr. Harrison and Ashley,

    Boettcher and Conrad identify 3 sets of technology tools: “[1] The basics … [2] An enriched set of tools …”, and [3] “A set of tools for practicing contextual knowledge and emerging possibilities” (p. 62). They also state many of the tools are included in the Learning Management System. I found that to be somewhat true. One thing I would like to see changed In the Canvas system is more simple customization process. That is on page 1 of the student course website could be a set of hyperlinks for each blog, so I reduce clicking on hyperlinks to get to the blog site. I find keeping things simple first then adding customization second can speed use of technology. Too many beautiful webpages and options to click on something can hurt efficiency. I would rather have a Plain Jane website than a Dramatic Debra.

    Christopher

    References

    Boettcher, J. V., & Conrad, R. (2016). The online teaching survival guide:

    Simple and practical pedagogical tips (2nd ed.).

    San Francisco, CA: Jossey-Bass.

    ReplyDelete
  2. Ashley GiddensJanuary 26, 2025 at 8:18 PM

    Heather,
    I enjoyed reading your blog. I cannot think of any advice to give. I do agree that the instructor needs to be clear and concise with directions, assignment due dates, and expectations throughout the course. Also, making great use of the resources that are available to the instructor to set up the online class would be a success for students.

    ReplyDelete

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