Online course design involves creating learning experiences that support students in achieving intended learning outcomes through digital environments. As with any course, effective design begins with an understanding of the teaching and learning context and the alignment of learning outcomes, assessments, and learning activities.
Online environments introduce additional considerations for how students access course materials, participate in learning activities, interact with instructors and peers, and receive feedback and support. Intentional planning can help create learning experiences that are accessible, inclusive, engaging, and clearly organized.
This resource provides guidance for designing, teaching, and reviewing online courses at the University of Toronto. It builds on the foundational principles outlined in CTSI’s Course Design resource, with a particular focus on teaching and learning in online environments.
Planning and Aligning Your Online Course
Planning an online course involves considering how the intended learning outcomes, assessments, and learning activities will be supported in the online environment. Decisions about course organization, interaction, communication, and technology should follow from the learning goals and the needs of students rather than be driven primarily by the tools available.
As you develop or redesign an online course, consider the following questions:
- What are the intended learning outcomes? Identify what students should know, understand, or be able to do by the end of the course. Consider how these outcomes will inform decisions about online assessments, learning activities, and course materials.
- How will students demonstrate their learning? Select assessment approaches that provide meaningful evidence of achievement and consider how students will complete and submit their work in the online environment. Account for accessibility, academic accommodations, and relevant University requirements.
- What learning activities will support these outcomes? Consider how students will engage with course concepts, practice relevant skills, interact with others, and receive feedback. Determine which activities are best supported through synchronous or asynchronous approaches, or a combination of both.
- What situational factors will influence the course? Consider students’ prior knowledge and experiences, access to technology and reliable internet connections, course size, disciplinary requirements, and the available teaching and technical support. Anticipate barriers that may arise in the online environment.
- How will students navigate and participate in the course? Consider how course materials, activities, assessments, schedules, and communication channels will be organized and explained. Clear expectations and consistent structures can help students understand what they need to do and where to find information and support.
- How will accessibility and inclusion inform design decisions? Consider the accessibility of digital materials, platforms, and activities, as well as different ways students may participate and demonstrate their learning. Proactively identifying potential barriers can help reduce unnecessary demands on students.
These considerations are interconnected and may need to be revisited as the course develops. For example, selecting an online activity may prompt adjustments to assessment methods, technology choices, or the ways students receive feedback and support.
Research-Informed Approaches to Online Learning
Several research-informed frameworks offer perspectives on how students learn and how instructors can design meaningful online learning experiences. Consider the following approaches:
- Community of Inquiry (CoI). This framework emphasizes the development of three interdependent elements: social presence, cognitive presence, and teaching presence. Together, these elements provide a way to consider how students engage in meaningful learning, interact with others, and experience instructional guidance in online environments.
- Technological Pedagogical Content Knowledge (TPACK). This framework explores the relationships among disciplinary content, pedagogy, and technology. It encourages instructors to consider how these areas of knowledge inform decisions about teaching approaches and the purposeful use of educational technologies.
- Cognitive Theory of Multimedia Learning. This theory examines how people process information presented through words and images. It offers principles for designing multimedia materials, such as narrated presentations, videos, and visual explanations, that support learning while considering cognitive demands.
Online Learning Formats and Delivery Modes at U of T
A range of course delivery modes have been defined by the University of Toronto to support governance processes and student communication during course registration in ACORN.
An online course is designed such that all instructional interaction occurs without the student and instructor being in the same physical location. Assessments for online courses are conducted or submitted online, with the possible exception of final or interim assessments requiring attendance on campus no more than once per session.
There are two types of online course delivery modes defined within the ACORN/ROSI system:
- Online Synchronous Meeting: Online synchronous meeting sections require online attendance at a specific time for some or all activities. Attendance at a specific location is not required, with the exception of final or interim assessments, which may require attendance at a specific physical location.
- Online Asynchronous Meeting: Online asynchronous meeting sections do not require attendance at a specific time or location for any activities, with the exception of final or interim assessments, which may require attendance at a specific time and physical location.
A hybrid course is designed such that there is a mix of online and in-person interaction, involving the use of technologies to facilitate multimodality, flexibility, and student engagement. Normally, a course is considered hybrid if roughly between one-third and two-thirds of scheduled class time is replaced by online activities.
The following approaches incorporate digital learning but are distinct from the formal online course delivery modes described above.
- An inverted classroom, also known as the “flipped” model, does not reduce face-to-face class time. Instead, the course is enhanced with additional digital resources, such as video lectures, quizzes, or other activities that students access prior to class. This allows for active learning and hands-on activities to be incorporated into classroom time. The term “flipped” refers to the idea that video lectures might be provided outside classroom time, while activities that would traditionally have been completed as homework are undertaken during class.
- Lecture capture, also known as “web option,” is intended to provide enhanced flexibility with respect to how and when students access lectures. Course lectures are recorded and then posted online for students to watch later. Courses in which students have the option of watching recorded lectures for additional flexibility are considered in-person courses by design and governance.
- A Massive Open Online Course (MOOC) is an online course aimed at broad participation, targeting a global audience. Access to direct instructor and learner feedback is not anticipated, and University of Toronto MOOCs are not for credit. The University of Toronto has partnered with Coursera and edX to provide MOOCs, as described on the Open UToronto website. Some MOOC content has also been repurposed for selected University of Toronto degree program courses through inverted classroom or hybrid models.
Organizing Your Online Course
A well-organized online course can help students navigate materials, understand expectations, and manage their learning. Clear and consistent course structures are particularly important when students access information and complete activities independently or at different times.
Quercus (Canvas), the University of Toronto’s learning management system, provides tools for organizing and sharing course content, communicating with students, and supporting learning activities. Consider how these tools can be used to create an accessible and predictable learning environment.
Consider the following strategies:
- Establish a clear and consistent course structure. Organize content into Quercus Modules or other logical groupings, such as weeks, topics, or units. Use consistent naming conventions and layouts so students can easily locate materials, activities, and assessments.
- Provide a course orientation. Include a welcome message or introductory module that explains how the course is organized, where students can find essential information, and how to get started. Provide a brief overview of the course, including its learning activities, assessments, and expectations. Introduce the instructor and teaching team, including their roles and how students can connect with them.
- Communicate expectations and schedules clearly. Make the course syllabus, assessment requirements, deadlines, and participation expectations easy to locate. Provide clear instructions for learning activities and explain how students should prepare for synchronous sessions or complete asynchronous work.
- Establish communication channels and expectations. Explain how students can contact the instructor and teaching team, where they should post course-related questions, and when they can expect responses. Consider using Quercus Announcements, Discussions, or other appropriate tools to support communication.
- Make course navigation straightforward. Use descriptive titles for Pages, Modules, files, and activities. Organize related materials together and consider hiding unused navigation links to reduce unnecessary clutter. Review how the course appears to students using Quercus Student View.
- Provide access to essential course resources. Make relevant academic, accessibility, library, and technical support information easy to find. Include guidance on accessing required readings, course technologies, and other materials that may be hosted outside Quercus.
For additional guidance, consult CTSI’s Quercus Home Page Foundations (QHPF) self-paced program and Accessibility Guidelines for Teaching and Learning resource.
Designing Learning Activities and Interaction
Online learning environments offer opportunities for students to engage with course content, interact with peers and instructors, and participate in collaborative learning. Intentional activity design can help students develop understanding, apply knowledge, receive feedback, and build connections within the course.
Consider how synchronous and asynchronous approaches can support different learning purposes. Synchronous activities allow students and instructors to interact at scheduled times, while asynchronous activities provide opportunities for students to engage with materials and contribute at different times. The choice of approach should reflect the intended learning outcomes, course context, and students’ access and participation needs.
Consider the following strategies:
- Create opportunities for active learning. Incorporate activities that invite students to apply concepts, solve problems, analyze information, reflect, or develop ideas. These might include case studies, practice questions, collaborative documents, or inquiry-based activities that students complete individually or with peers.
- Design purposeful synchronous interactions. When using live online sessions, consider incorporating questions, polls, small-group discussions, collaborative activities, or opportunities for students to work through problems. Communicate the purpose of synchronous sessions and how students are expected to prepare and participate.
- Support meaningful asynchronous engagement. Use activities such as online discussions, reflections, collaborative annotation, or problem-solving tasks that allow students to engage with course concepts and one another over time. Provide clear prompts, expectations, and timelines to support participation.
- Encourage student interaction and collaboration. Create opportunities for students to exchange perspectives, ask questions, share resources, and build on one another’s contributions. Consider how group activities, peer feedback, or collaborative projects can support learning while providing clear expectations for participation and responsibilities.
- Build a sense of course community. Provide opportunities for students to become familiar with the instructor, teaching team, and one another. Consider introductory activities, shared discussion spaces, regular communication, and opportunities for informal questions or connections. Offer different ways to participate without requiring students to disclose personal information.
- Provide guidance and feedback during learning activities. Explain the purpose of activities, model expectations where appropriate, and consider how students will receive feedback on their developing understanding. Feedback may come from instructors, teaching assistants, peers, or opportunities for self-assessment.
- Facilitate learning throughout the course. Monitor student questions, discussions, and participation to identify where additional guidance or clarification may be helpful. Consider how regular communication, timely responses, and adjustments to learning activities can support students as the course progresses.
For additional strategies and examples, consult CTSI’s Active Learning at the University of Toronto, Online Discussion Tools, and Collaborative Annotation Tools resources.
Creating and Sharing Learning Materials
Online courses may incorporate a range of digital materials, including readings, presentations, videos, audio recordings, images, and interactive resources. Selecting and creating materials involves considering how they support the intended learning outcomes, how students will engage with them, and how they can be accessed and used in the online environment.
Consider the following strategies:
- Select materials that support learning outcomes. Choose readings, multimedia, and other resources that help students develop the intended knowledge and skills. Consider how different materials can introduce concepts, illustrate applications, provide examples, or support further exploration.
- Organize materials into manageable learning experiences. Consider how readings, videos, presentations, and other resources can be organized into meaningful sections or sequences. Provide context and clear instructions so students understand the purpose of each resource and how it connects to learning activities and assessments.
- Create purposeful video and multimedia content. Consider when recorded explanations, demonstrations, narrated presentations, or other multimedia formats can support learning. Use recordings to explain concepts, model processes, or provide guidance, rather than assuming that every in-person lecture needs to be reproduced as a video.
- Provide accessible learning materials. Use accessible document structures, descriptive links, meaningful text alternatives for images, and accurate captions or transcripts for multimedia. Consider how students will access materials using different devices and assistive technologies, and review accessibility before sharing content.
- Consider copyright, licensing, and access. Ensure that course materials are shared in accordance with applicable copyright and licensing requirements. Where appropriate, consider openly licensed, free, or low-cost resources, and consult the University of Toronto Libraries for guidance on readings, permissions, and access to course materials.
- Share materials through appropriate platforms. Use Quercus to organize and provide access to course materials, including files, Pages, Modules, and links to externally hosted content. Explore U of T’s Academic Toolbox, a curated collection of educational technologies that support teaching and learning. When selecting tools and platforms, consider pedagogical needs, accessibility, privacy, institutional guidance, and whether students can reliably access the materials.
For additional guidance, consult CTSI’s Accessibility Guidelines for Teaching and Learning, Lecture Capture, and Quercus (Canvas) resources.
Supporting Students in Online Learning
Students may bring different experiences, expectations, and levels of familiarity with online learning environments. Providing clear guidance, opportunities to become familiar with course technologies, and information about available supports can help students navigate their courses and participate in learning activities.
Consider sharing the following tips with students, adapting them to your course context and the technologies being used:
- Prepare your learning environment. Consider where and how you will engage with online course activities, recognizing that access to quiet spaces, reliable internet connections, and suitable devices may vary. Explore strategies for managing distractions and identifying study arrangements that work for your circumstances.
- Become familiar with the course structure. Explore the Quercus course site to locate learning materials, announcements, discussions, assignments, and other important information. Review the course syllabus, schedules, and expectations, and consider enabling relevant notifications to stay informed about course updates.
- Explore course technologies and support resources. Become familiar with the platforms and tools used in the course, and practice accessing them before scheduled activities or assessments when possible. Consult available guides and technical support services if you encounter difficulties.
- Plan and manage your learning activities. Establish routines for participating in synchronous sessions and completing asynchronous activities. Use calendars, reminders, or other planning strategies to manage deadlines and coursework. When using recorded materials, consider how features such as pausing and replaying can support your learning.
- Connect with others and ask questions. Explore opportunities to interact with classmates, instructors, and teaching assistants through discussions, group activities, office hours, or other course communication channels. Become familiar with how to ask questions and where to seek academic or other support when needed.
Instructors can share these tips through a course orientation module, syllabus, announcement, or other communication channel. Consider providing opportunities for students to become familiar with required technologies and directing them to relevant University resources, including academic learning supports, Accessibility Services, library services, and technical support.
Assessing Learning and Providing Feedback
Assessment and feedback are integral to online course design. As with any course, assessments should align with intended learning outcomes and provide meaningful opportunities for students to demonstrate their knowledge and skills. Online environments also require consideration of how students access assessment materials, complete and submit their work, receive feedback, and navigate the technologies involved.
Consider the following strategies:
- Align assessments with learning outcomes. Select assessment methods that provide appropriate evidence of student learning. Consider how assignments, projects, discussions, quizzes, tests, or other activities can support the intended learning outcomes and be implemented effectively in an online environment.
- Communicate assessment expectations clearly. Provide accessible instructions that explain the purpose, requirements, evaluation criteria, deadlines, and submission procedures for assessments. Consider using rubrics, examples, or practice activities to help students understand expectations and prepare for assessment tasks.
- Incorporate formative assessment and feedback. Provide opportunities for students to check their understanding and receive feedback throughout the course. Consider approaches such as low-stakes quizzes, reflective activities, practice questions, or draft submissions that help students identify progress and areas requiring further attention.
- Support self-assessment and peer feedback. Create opportunities for students to reflect on their learning, review their work against assessment criteria, or provide constructive feedback to peers. These activities can help students develop evaluative judgment and take an active role in their learning.
- Consider accessibility and assessment conditions. Review how assessment formats, instructions, timing, technologies, and submission processes may affect students’ opportunities to demonstrate their learning. Provide opportunities to become familiar with required technologies where appropriate, and follow applicable academic accommodation requirements.
- Plan for feedback and communication. Consider how students will receive timely, meaningful feedback on their work and understand how to use it to improve. Quercus and other supported technologies may provide options for written comments, rubrics, annotated submissions, or other feedback formats.
- Gather feedback on the assessment experience. Invite students to share feedback on the clarity of instructions, assessment formats, workload, and use of online technologies. This information can help identify barriers or opportunities to improve assessment design and implementation.
Assessment practices must also follow applicable University and divisional policies and requirements. For more detailed guidance, consult CTSI’s Designing Accessible and Inclusive Online Assessments resource.
Reviewing Your Online Course Design
Reviewing an online course can help instructors identify opportunities to strengthen course organization, accessibility, interaction, assessment, and student support. Whether developing a new course or revising an existing one, consider how well the online learning environment supports the intended learning outcomes and students’ learning experiences.
The University of Toronto’s Remote/Online Course Design Checklist provides a structured approach to reviewing key aspects of online course design. The checklist addresses seven areas:
- Learner Support and Resources: Information and resources that help students navigate the course and access academic, accessibility, and technical support.
- Course Technology and Tools: Clear technology requirements, opportunities to develop necessary skills, and appropriate use of supported tools.
- Interaction: Opportunities for students to engage with instructors, peers, and the online learning community.
- Design and Layout: Clear, consistent organization and navigation that help students locate and use course materials.
- Accessibility and Universal Design: Accessible materials, technologies, and learning experiences that reduce barriers to participation.
- Content and Activities: Learning materials and activities that support engagement, disciplinary learning, and application of knowledge.
- Assessment and Feedback: Assessments aligned with learning outcomes, clear expectations, and opportunities for feedback and reflection.
Instructors can use the checklist when preparing a course, reviewing individual modules or activities, or identifying priorities for revision. Consider gathering feedback from students and teaching team members, reviewing evidence of student learning, and revisiting course design decisions as needs and circumstances evolve.
The U of T checklist is informed by the SUNY Online Course Quality Review Rubric (OSCQR), originally developed by the State University of New York. The OSCQR Rubric, Dashboard, and Process are made available by the Online Learning Consortium under a Creative Commons Attribution 4.0 International License.
Support for Online Course Design and Teaching
CTSI provides consultations, resources, and professional learning opportunities to support instructors designing and teaching online courses. For course-specific guidance and educational technology support, instructors can also connect with their divisional teaching and learning support teams.