Finalizing your Course Design and Content

Now that you have considered who our students are, the importance of engagement, accessibility…, it is time to bring it all together as you finalize your course design, think about how to organize your online content, including selecting which digital tools to incorporate, accessibility, and finalize your syllabus……

Integrating the Library into Online Courses

Ubiquitous Research: Integrating library resources into online courses.

Enhancing Online Student Learning with Academic Library Services - Faculty Focus

The Syllabus

Online syllabi are similar to face to face syllabi in many ways in that it should include the following items:

Course Overview
Course Information
Learning Objectives
Schedule of course activities and due dates
Grading scale, criteria, and policy
Netiquette Guidelines
Accommodation Statement
Academic Integrity Statement, including Generative AI Policy
Support for Students, such as …
Additional components include diversity statements

However, the independent nature of the online environment necessitates a clear and comprehensive syllabus because it acts as a guide for both instructors and students, establishing expectations, providing structure, and fostering student engagement and success. It should be designed in such a way that they can be understood without explanation or they should be accompanied by a video that walks students through them.

A clear and comprehensive syllabus is essential for online courses because it acts as a guide for both instructors and students, establishing expectations, providing structure, and fostering student engagement and success. A comprehensive syllabus in the online learning environment should do the following^[1],^[2],^[3],^[4], ^[5]:

Sets Expectations: It clearly defines expectations for participation, assignments, and grading, minimizing misunderstandings and promoting accountability.
Provides Structure: In a potentially unstructured online setting, the syllabus offers a roadmap, outlining the course schedule, modules, and deadlines, which helps students stay organized and manage their time.
Promotes Student Engagement: By clearly stating course goals, learning outcomes, and necessary resources, it helps students understand the value of the course, thereby motivating active engagement.
Facilitates Communication: It serves as a primary communication tool, detailing how to contact the instructor, office hours, and other crucial resources.
Establishes a Contract: The syllabus functions as a contract between the instructor and students, outlining the terms of enrollment and expected conduct.
Reduces Ambiguity: Online learning can often be ambiguous; a clear syllabus lessens uncertainty and prevents questions from arising later in the course.
Enables Planning: Students can utilize the syllabus to plan their study schedules, manage their time effectively, and anticipate workload.
Accessible: An accessible syllabus sets the tone for an accessible online course by making it accessible and it should be designed using the principles of universal design.

Ultimately, a well-crafted syllabus in an online course also motivates students by helping them understand how to succeed. This is particularly crucial as online students often report more ambiguity, making early clarity and specificity vital to prevent future questions.

Syllabus Checklist

Synchronous Online Course Design Syllabus Review Checklist–Center for Excellence in Teaching, USC

Asynchronous Online Course Design Syllabus Review Checklist–Center for Excellence in Teaching, USC

Syllabus Checklist–Center for the Advancement of Teaching Excellence, University of Illinois, Chicago

Additional Resources

Ideas for Creating an Effective Syllabus for Online Learning

Developing an Effective Syllabus for an Online Course

Test taking Policies

Policy on AI Academic Integrity Policy – The City University of New York

Netiquette

Communication Policies

Effective Communication in Online Courses | Knowledge Base

5 Best Ways to Communicate With Online and Remote Students

Office hours

Effective Office Hours | Online Teaching

Student Motivations and Barriers toward Online and In-Person Office Hours in STEM Courses - PMC

Virtual Office Hours | Teaching Commons

Hold Effective and Inclusive Office Hours

The Learning Management System (LMS) Platforms

Familiarize yourself with the learning management platform (e.g. Brightspace, Google classroom, Digication (ePortfolio), CUNY Academic Commons, etc.) that you will be using to deliver your course materials. Check with your department or program for any specific LMS restrictions they may have. CUNY requires that all online synchronous and online asynchronous classes must be delivered via a learning management system (LMS) that meets CUNY’s cybersecurity policies, applicable data privacy laws, Cloud Security Alliance (CSA), and Security Trust and Assurance Registry (STAR); and any other relevant University policies and guidelines. Under this policy, “[a] course is “delivered” in an LMS for purposes of this policy when an instructor, at a minimum, posts a course syllabus and uses the gradebook and announcements functions for the duration of the course.” Before deciding on the LMS Platform, you should refer to CUNY's Policy 1.6 Policy for Use of a Learning Management System for Online Classes.

Refer to this website for more resources related to LaGuardia’s transition from Blackboard to Brightspace.

Content Organization: Decide how you will organize the content of your course on the LMS. There may be limitations to how you organize your course depending on the LMS platform you need to use. The content organization will also differ depending on the type of online course (e.g., synchronous, asynchronous, hybrid, online mix) you will be delivering. Review the following websites for more resources related to organizing content in Brightspace, for additional Brightspace training guides and video tutorials. Resources for using Digication are also available on this ePortfolio Resource website.

The following resources

Learning Management System (LMS) Use with Online Instruction

4 Must-Have Folders for Your Learning Management System

Learning Management System (LMS) Use with Online Instruction

Organizing Asynchronous Courses: Best Practices

Best Practices for Organizing Online Courses

Countdown Checklist for Fully Online Asynchronous Teaching – Faculty Learning Hub

Checklists: Keeping everyone organized in an asynchronous class | Vanessa Dennen

Check it. Is Your Course Ready for a Review?

Lectures:

Delivering Effective Asynchronous Lectures | MEHP

Best Practices for Incorporating Video in the Online Course Environment

Creating Engaging Online Lectures

Creating Effective Online Lectures | Digital Learning | University of Washington Tacoma

Providing Checklists for Students: Asynchronous learning requires students to take on more planning of their learning activities and managing their time. To support their students’ success, instructors can provide weekly checklists that break down the weekly tasks into smaller, manageable steps, making the coursework feel less overwhelming. While the information might be available in the syllabus, checklists offer a more accessible and organized overview. For more examples of checklists refer to Dennen (2020).

Organizing Synchronous Courses: Best Practices

Organizing effective synchronous online courses requires careful planning, mirroring in-person design by deciding which parts will be synchronous (live) and which will be completed as independent work (e.g. a live session might include collaborative problem-solving with homework assigned afterward, or asking students to watch a video as part of homework followed by live discussions). It is also important to align synchronous sessions with course and module learning objectives, ensuring the content is not treated as isolated events but connected to the overall learning goals. It is equally important to choose accessible technology for live sessions, such as Zoom or Microsoft Teams, informing students of technical requirements in the syllabus. Accessibility for all students should always be a key consideration. Logistical planning is crucial, including clearly communicating how students will access live sessions (e.g., same link each time). Finally, the syllabus should accurately reflect the course delivery method, including dates, times, locations (or virtual links) for synchronous sessions, and a clear participation policy. For more detailed guidelines, refer to the Course Design and Syllabus Development section on the Center for Teaching Excellence Website (2016).

Planning synchronous online sessions entails clear communication, including informing students of session dates and times through the syllabus and learning management system. Best practices include varying the session format by incorporating lectures, activities, and reflection, while ensuring active participant involvement even during short or interactive lectures. Clear instructions for all synchronous activities are crucial. There should be a focus on fostering interaction and active participation through instructor-student, student-student, and student-content engagement. It is important to use various active learning strategies and tools such as polls, interactive discussion boards, collaborative documents, the chat, live quizzes, and breakout rooms for group work. Preparation is vital; instructors should practice with both the content and technology, and consider offering a practice session for students. Setting clear expectations regarding session content and student responsibilities, along with providing necessary resources beforehand, is recommended. Instructors should seek or know where to find support from relevant campus resources such as IT departments, accessibility offices, and the library. Finally, instructors should prepare students for each session by informing them of the topics, assigning pre-session readings, providing outlines, or asking them to prepare questions or talking points as a way to enhance engagement and learning. For more detailed guidelines, refer to the Plan Your Class Sessions section on the Center for Teaching Excellence Website (2016).

The Video Conference Platform: Before the semester begins, instructors should familiarize themselves with the video conferencing platform (e.g. Zoom, Teams) that they will be using to deliver their course materials. Instructors should check with their department or program for any specific video conference platform restrictions they may have. Currently CUNY provides technical support and free access to Zoom and Microsoft TEAMS for faculty and students. Instructors may find the following resources helpful with getting started with Microsoft Teams, joining a Team Meeting or this CUNY webpage for finding resources for accessing zoom as well as links to zoom training and documentation as well as understanding CUNY’s Zoom security protocol. CUNY has integrated Zoom with Brightspace. This integration allows instructors to schedule and manage Zoom meetings directly within Brightspace courses, creating a unified experience for students. Faculty can access the Zoom portal within Brightspace to manage meetings and recordings.

Planning to facilitate synchronous online sessions necessitates thorough preparation, including checking the environment, organizing the digital workspace, logging in early, and preloading materials to maximize class time and minimizing technical issues. Arriving early and staying after the scheduled time provides opportunities for students to build community and ask questions. While attendance can be tracked through platform features, participation-based attendance is encouraged to boost engagement.

It is crucial to keep students active during the session, which can be achieved through varied activities, with multiple opportunities for response, and structuring lecture-based classes with mini-lectures interspersed with activities like polls or game-like activities such as Kahoot. Time management is important; instructors should allow sufficient time for setup and activities and adhere to the scheduled end time. Recording sessions and making them easily accessible is recommended, with clear communication about recording. Flexibility is key, allowing instructors to adapt to student needs and make changes during the session. Providing feedback by pausing for questions, acknowledging participation, and addressing responses later is also valuable. Students should be kept informed with in-class and out-of-class reminders about meetings and deadlines. Connecting students with accessibility resources, and sharing session materials through the learning management system are strongly recommended. Self-reflection and seeking student feedback after each session are encouraged for continuous improvement. In hybrid or online mix courses, live sessions should not be used for tests. Tests should, when possible, be part of the asynchronous components in online courses. For more detailed guidelines, refer to the Facilitating Your Class Sessions section on the Center for Teaching Excellence Website (2016).

See also Sabo (2020) and Wilson (2017) for more suggested best practices for synchronous online course design and additional Synchronous Pedagogical Considerations

(Penn State Altoona Instructional Design, 2025).

Additional Resources