Helping Students Understand the Structure of Your Course

As you create or update your online course for the next semester, don’t forget to include a statement that introduces the student to the course and to the structure of the student’ learning activities within the course.

One or more of the following methods may be used to accomplished this goal such as:

• Include a course Syllabus, that identifies the types of activities the student will be required to complete (written assignments, online self-tests, participation in the discussion board, group work, etc.).
• Include a schedule or calendar that identifies the structure and pace of student learning; e.g., assignment and test due dates, due dates for required discussion postings, if applicable, and so on.
• Early in the course clearly indicate if the course is self-paced or follows a schedule of due dates for expected activities and assignments.
• Sequence the course so it is clear to the student which tasks are expected first, which are expected in week 1, week 2 and so on.
• If there is a linear structure to the course , make it clear. If learning activities can be accomplished in a random order be sure to provide instruction and guidance at key points during the learning process. Either way, be sure the purpose of each activity and any required activity is clearly defined.
• Identify the preferred mode of communication with you, the instructor (e.g., email, discussion board, etc.), and the preferred mode of communication with other students (i.e., “I Need Help!,” “Student Lounge” topic in the discussions area, etc.).
• Identify testing procedures (e.g., are all assessments online, may assessments be taken under the supervision of a proctor, are some on-campus assessments required, etc.).
• Be sure the procedure for submission of electronic assignments is clearly defined and explained.

If you missed the last course design tip, check out “Where to Start” at http://ce-annotations.blogspot.com/2007/11/where-to-start.html.