Course Planning Tool
This course planning tool is designed to help faculty by highlighting many key decisions about transforming face-to-face instruction to online instruction. Though this list of questions is not exhaustive and does not represent every instructional or logistical decision, it can serve as a prompt to consider key issues in the course-design process.
Are specific performance objectives developed and agreed to for the online course?
o measurable outcomes in the objectives	o higher-order thinking skills required
o requirements equivalent to those of a campus course	o objectives address all required knowledge and skills for the next course in the sequence
How will content be conveyed to the students?
o textbook	o study guides
o books and journals	o online demonstrations
o field trips	o online lectures or tutorials
What supplementary resources will be provided to students?
o links to external resources	o reading lists
o notes and outlines	o study questions
o PowerPoint presentations or other illustrative materials	o interactive exercises
What learning activities will students be required to engage in?
o completing interactive exercises and quizzes	o completing tutorials
o participation in simulations and role-playing	o analyzing case studies
o engaging in debates and discussions	o conducting web quests and web research
o completing projects and experiments	o writing papers
What interaction is planned for the course?
o access to outside experts	o discussions/debates/role playing
o group discussions and assignments	o collaborative activities
How will feedback and guidance be given students?
o announcements in Blackboard	o organization of assignments
o carefully organized schedule	o allow students to check grades online
o e-mail feedback	o group comments and critiques
How will student performance be measured?
o journals	o writing assignments
o self-assessment	o projects and related work products
o quizzes and proctored exams	o labs
o graded discussions	o participation
How will assignments, papers, and other files be exchanged and organized?
o digital drop box in Blackboard	o e-mail attachments
o file format standards (with examples)	o file-naming conventions
o organization by chapter, module, or week
How will learner isolation be overcome and a sense of community created?
o use of discussion forum and chat room	o online “presence” of instructor
o virtual office hours	o personal encouragement and communication
o personal and private feedback	o tone and style of communications
o use of student home pages	o use of groups and changing group membership
How will learner progress be monitored and paced?
o timed discussions	o project and paper deadlines
o website statistics	o personal feedback and communication