Foundations of Effective Online Course Design

A consistent course structure helps students become familiar with how the course works and what to expect as they progress.

Consider:

• Using consistent layouts and formatting across pages.
• Following a similar structure from one module to the next.
• Using clear and consistent naming for modules, pages, and activities.
• Providing clear navigation to important course resources and support.
• For example, “Getting Started”, “Technology Support”, “Course FAQs”, or “Where to Get Help”.

The Quinnipiac Canvas Course Template provides an optional starting point for creating this structure. Program- or school-specific templates may also be available through Canvas Commons.

Use Canvas to create a clear path through course content and activities. Each element serves a different purpose:

• Modules organize content and activities into a logical sequence.
• Pages present course information and learning materials.
• Assignments communicate instructions, requirements, and submission information.

For example, a weekly module might follow: Module Overview → Readings & Viewings → Class Activities → Module Assignment(s) → Module Wrap Up

The specific structure may vary, but students should be able to easily determine where to begin and what comes next.

Break larger amounts of information into smaller, meaningful sections to make online content easier to read, scan, and process. Chunking can apply to written content as well as videos and other learning materials.

For example:

• Using clear headings and subheadings to organize written content.
• Keeping paragraphs concise.
• Grouping related information around a specific topic or task.
• Breaking longer videos into shorter, focused segments.
• Using purposeful spacing to separate information.

Chunking content helps students identify important information and understand connections without having to process everything at once.

Consider how students will access and make sense of course materials. Small, intentional design choices can make content more accessible to a wider range of learners.

Consider:

• Using accessible headings, readable text, and meaningful alt text for images.
• Providing captions and transcripts for videos.
• Clarifying unfamiliar or discipline-specific terminology.
• Using text, visuals, examples, or video when different formats can support understanding.

Students should be able to determine what they need to do, how to do it, and when it is due. Communicate expectations in the appropriate areas of Canvas:

• Syllabus: Course expectations, policies, and major requirements.
• Assignments: Instructions and requirements.
• Calendar and due dates: Deadlines and upcoming work.
• Announcements: Timely reminders, updates, and clarification.

Keep information consistent across the course so students do not encounter conflicting expectations.

Before your course begins, use Student View in Canvas to experience the course from a learner's perspective.

As you navigate, ask: What am I expected to do? When do I need to do it? Where can I find what I need?

Reviewing the course from this perspective can help you identify areas where the organization, directions, or navigation may need additional clarification.

• Course Design: Quinnipiac Canvas Course Template Course Design: Quinnipiac Canvas Course Template
• Commons: Importing a Course Template from Canvas Commons Commons: Importing a Course Template from Canvas Commons
• QU Syllabus Guide QU Syllabus Guide
• Student View: How do I use Student View in Canvas? How do I reset Test Student? If the Test Student isn’t resetting, how can I fix that? Student View: How do I use Student View in Canvas? How do I reset Test Student? If the Test Student isn’t resetting, how can I fix that?