2.3 Common elements in an online course

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There is no one-size-fits-all approach to structuring an online course, but there are common, student-centred elements most online courses include in order to create the best learning experience possible for students. We recommend faculty include these elements in a “Start Here” course module (modules are described on the next page), which is easy for students to find and clearly indicates how students “start” your online course. A few recommended elements are listed below. 

Welcome message

A welcome message lets students see your personality as an instructor and what the expectations are for the first week. Some of the content in your welcome message might be repeated from the course introduction materials, but students will find it helpful to see what you emphasize and think is important. Your welcome message could be text or recorded video.

This is also a good place to introduce yourself and establish yourself as a unique individual sharing the classroom with other unique individuals. In addition to providing your academic background, it allows you to convey your excitement for the subject you’re teaching and help students understand what appealed to you about the subject when you were a student. 

What to expect in this course 

It is important to set clear expectations for students. The more clearly you communicate expectations, the more confident and comfortable students will be in your course and fewer logistical questions they will ask. In outlining expectations, you should include university policies (either not included in your syllabus or that you want to emphasize) and your own policies for your course (such as expectations for class participation, what channel will to use for communication, special equipment or software required for the course, your policy for late assignment submissions, etc.). Be sure to also let students know what they can expect from you, particularly your availability and turn around time to respond to questions.

Virtual office hours

Virtual office hours should take place at times that are convenient for both you and your students. Please keep in mind that your students may be in different time zones, so consider multiple options for office hours. Some students may also not be familiar with office hours; therefore, be explicit about how and why students might utilize office hours (e.g., “You can drop by anytime during these hours without making an appointment to ask me questions or discuss anything related to the course.”). Also, be explicit if you’re open to meeting outside posted office hours, under what conditions and how to contact you to make this request (e.g., “If you are in a different time zone or have responsibilities that make it difficult to meet during these hours, please email me to set up an alternative time.”).

Communications guidelines

One of the ways to create an inclusive learning environment is to set communication guidelines or expectations. Establishing expectations early in the term can yield more productive class time and create an environment where students feel personally invested, valued and accepted—all key to ensuring student success. Even if you may choose to develop guidelines with your students once the course begins, you may want to include essential guidelines in this section and then revise and finalize the guidelines once you get student input. 

Recommendations for developing communication guidelines are available in the handout “Classroom Guidelines” [pdf] created by the UBC Equity & Inclusion Office. However, online learning environments may require additional or different communication guidelines from those used for in-person teaching. For example, you may consider including technical protocols for videoconferencing, such as: 

  • Use earphones (if available) to reduce noise.
  • Mute the microphone when not speaking.
  • Use the “raise hand” function to speak up.

In addition, if you are recording synchronous classroom lectures or discussions (i.e., to make the recordings available for those students who cannot attend synchronous classes), indicate what is going to be recorded and how the recording is going to be shared.

Moreover, dynamics in online discussions can be different from in-person discussions. They may require more attention to ensuring communication is respectful and professional. Guidelines around respectful online communication are commonly referred to as 'netiquette'. There are many good resources online that offer netiquette tips for online discussions Links to an external site..

Course schedule 

You probably include a course schedule in your syllabus, but online students often find it helpful to have a separate overview of important course dates, assignment due dates, and assessments dates that they can easily and regularly review. It gives students a big picture of the course in terms of sequence and workload and can help them plan their time more effectively. 

Considerations for online courses:

  1. Distribute the workload evenly over the course.
  2. Be consistent with deadlines for the same kinds of work.
  3. Highlight important dates.
  4. Add a disclaimer such as “Course schedule is subject to change at instructor discretion’.

Let students introduce themselves

This is your opportunity to focus on students as unique and diverse individuals. Consider how introductions can lead into a productive and welcoming classroom environment. Instead of asking only general questions concerning their name, major, and year at UBC, ask them questions that are pertinent to the subject and the atmosphere you want to build through the semester.

As you're developing your online course, you may find it helpful to refer to a course design checklist. The CTLT has developed Online Course Set-Up Recommendations that integrate both Web Accessibility Guidelines (WAG), Universal Design for Learning (UDL) and student well-being recommendation. Both a short [pdf] and long [pdf] version of these recommendations are available. In addition, the Taylor Institute for Teaching and Learning at the University of Calgary has developed an Online Course Design Checklist Links to an external site. [pdf] that summarizes common and important elements of an online course and UBC's Faculty of Education provides a similar Course Readiness Guide [pdf].