Many college and university faculty found themselves suddenly taking their courses online in spring 2020 due to the COVID-19 emergency. Out of necessity, many did that with the resources they could pull together on short notice.
Now they may be searching for resources to enhance their online courses. To assist that work, Every Learner Everywhere and its partners recently published a comprehensive guide, Delivering High-Quality Instruction Online in Response to COVID-19.
This “playbook” is designed to guide faculty and their institutions on how to prepare courses for an uncertain future. The playbook contains detailed guidance on designing, enhancing, and optimizing online teaching in both emergency and non-emergency contexts.
Embedded in the playbook are references to several dozen resources on accessible design, effective syllabi, engaging class activities, meaningful assessment, choosing technology, and more.
The playbook was written for educational professionals including:
- Instructors who are just getting started with online learning
- Academic administrators working with and supporting faculty
- Instructional designers who want to pull together guides for faculty
Here we highlight a selection of those resources recommended by Lynette M. O’Keefe, Ph.D., Director, Research and Innovation at Online Learning Consortium (OLC).
“Our resources are built on research and best practices,” she says. “The resources are primarily geared toward online instruction, but they’re just as applicable to blended learning. Even instructors teaching face to face, or HyFlex courses, may find something useful in these. They speak to ways to engage students whether that’s in a classroom or online.”
Resources for course design principles
Apply backward course design: In backward course design, you begin by identifying desired results. ASCD, a professional association for educators, summarizes backward course design in a helpful infographic. A more comprehensive discussion of it is included in the playbook.
Apply basic quality standards: A plan to evaluate the quality of your online courses is essential. OLC offers a free course-level quality rubric that incorporates 50 instructional design and accessibility standards.
Use measurable outcomes: The Eberly Center at Carnegie Mellon University has several resources on course design. This page on designing and teaching a course offers guidance for creating student-centered course design. Their three-point model encourages iteratively improving learning objectives, instructional activities, and assessments.
Apply effective principles: The Carnegie Mellon Eberly Center also provides a useful summary to seven core principles that make teaching more effective.
Use multiple modes of learning: Online courses should use multiple modes of learning to support different learning styles. The ION Professional eLearning Program at University of Illinois Springfield suggests several instructional strategies to build into online courses, such as panels, symposia, projects, and self-directed learning.
Design for all students: Consider web accessibility and usability when designing online courses.
- The University of Arkansas, Little Rock provides a checklist of 10 components of universal design, such as clear site navigation and captioning videos.
- CAST is a nonprofit that created The Universal Design for Learning Guidelines, which provides a framework to improve online teaching and learning.
- A similar set of web content accessibility guidelines comes from the Web Accessibility Initiative.
Design for equity: Peralta College’s Online Equity Rubric is a course evaluation tool to help instructors design more equitable and inclusive online courses.
Resources for teaching practice
Find supplementary tools: Understand your institution’s LMS, and augment it with tools that support course outcomes and goals. A good place to browse is the list maintained by Top Tools for Learning of products, apps, and software to integrate with your online learning course.
Set the stage: Introducing yourself to students and setting course expectations establishes instructional continuity. This course orientation module from the Teaching Online Pedagogical Repository at The University of Central Florida will help you get your course started effectively.
Create active learning with interaction: The University of California, Davis guide to Designing and Teaching for Impact in Online Courses discusses ways for students to interact with the instructor, each other, and the course content.
Set clear and explicit expectations: Wiley Publishing’s Center for Teaching and Learning outlines guidance on why you need course expectations and how to communicate them.
Provide academic support: NACADA, a professional organization for academic advising based at Kansas State University, has curated a comprehensive list of academic support resources.
If I had to start with just three resources?
Asked for the most important concepts a new online instructor should start with, O’Keefe recommended these principles:
- Apply basic quality standards like those addressed in the OLC Course Design Review Scorecard.
- Ensure you build in accessibility with universal design in online learning.
- Build in strong interaction between the instructor and student, between students, and with course content.
Instructors need to be patient and review priorities, advises O’Keefe. If you had to take your course online in a hurry in spring 2020, it couldn’t have been perfect. But now there is an opportunity to access the wealth of existing expertise to improve your online teaching practices.
O’Keefe says, “Really think about what’s most important for students to learn in your course, how you can use what you had already planned, then prioritize what you need to do moving forward.”
- Visit Every Learner Everywhere to download the playbook, Delivering High-Quality Instruction Online in Response to COVID-19.
- Solve by Every Learner Everywhere features several toolkits for teaching online and with digital learning technologies.