examples of online course assignments

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Creating and Adapting Assignments for Online Courses

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Online teaching requires a deliberate shift in how we communicate, deliver information, and offer feedback to our students. How do you effectively design and modify your assignments to accommodate this shift? The ways you introduce students to new assignments, keep them on track, identify and remedy confusion, and provide feedback after an assignment is due must be altered to fit the online setting. Intentional planning can help you ensure assignments are optimally designed for an online course and expectations are clearly communicated to students.

When teaching online, it can be tempting to focus on the differences from in-person instruction in terms of adjustments, or what you need to make up for. However, there are many affordances of online assignments that can deepen learning and student engagement. Students gain new channels of interaction, flexibility in when and where they access assignments, more immediate feedback, and a student-centered experience (Gayten and McEwen, 2007; Ragupathi, 2020; Robles and Braathen, 2002). Meanwhile, ample research has uncovered that online assignments benefit instructors through automatic grading, better measurement of learning, greater student involvement, and the storing and reuse of assignments.

In Practice

While the purpose and planning of online assignments remain the same as their in-person counterparts, certain adjustments can make them more effective. The strategies outlined below will help you design online assignments that support student success while leveraging the benefits of the online environment.

Align assignments to learning outcomes.

All assignments work best when they align with your learning outcomes. Each online assignment should advance students' achievement of one or more of your specific outcomes. You may be familiar with Bloom's Taxonomy, a well-known framework that organizes and classifies learning objectives based on the actions students take to demonstrate their learning. Online assignments have the added advantage of flexing students' digital skills, and Bloom's has been revamped for the digital age to incorporate technology-based tasks into its categories. For example, students might search for definitions online as they learn and remember course materials, tweet their understanding of a concept, mind map an analysis, or create a podcast.

See a complete description of Bloom's Digital Taxonomy for further ideas.

Provide authentic assessments.

Authentic assessments call for relevant, purposeful actions that mimic the real-life tasks students may encounter in their lives and careers beyond the university. They represent a shift away from infrequent high-stakes assessments that tend to evaluate the acquisition of knowledge over application and understanding. Authentic assessments allow students to see the connection between what they're learning and how that learning is used and contextualized outside the virtual walls of the learning management system, thereby increasing their motivation and engagement.

There are many ways to incorporate authenticity into an assignment, but three main strategies are to use authentic audiences, content, and formats . A student might, for example, compose a business plan for an audience of potential investors, create a patient care plan that translates medical jargon into lay language, or propose a safe storage process for a museum collection.

Authentic assessments in online courses can easily incorporate the internet or digital tools as part of an authentic format. Blogs, podcasts, social media posts, and multimedia artifacts such as infographics and videos represent authentic formats that leverage the online context.

Learn more about authentic assessments in Designing Assessments of Student Learning .

Design for inclusivity and accessibility.

Adopting universal design principles at the outset of course creation will ensure your material is accessible to all students. As you plan your assignments, it's important to keep in mind barriers to access in terms of tools, technology, and cost. Consider which tools achieve your learning outcomes with the fewest barriers.

Offering a variety of assignment formats is one way to ensure students can demonstrate learning in a manner that works best for them. You can provide options within an individual assignment, such as allowing students to submit either written text or an audio recording or to choose from several technologies or platforms when completing a project.

Be mindful of how you frame and describe an assignment to ensure it doesn't disregard populations through exclusionary language or use culturally specific references that some students may not understand. Inclusive language for all genders and racial or ethnic backgrounds can foster a sense of belonging that fully invests students in the learning community.

Learn more about Universal Design of Learning and Shaping a Positive Learning Environment .

Design to promote academic integrity online.

Much like incorporating universal design principles at the outset of course creation, you can take a proactive approach to academic integrity online. Design assignments that limit the possibilities for students to use the work of others or receive prohibited outside assistance.

Provide authentic assessments that are more difficult to plagiarize because they incorporate recent events or unique contexts and formats.

Scaffold assignments so that students can work their way up to a final product by submitting smaller portions and receiving feedback along the way.

Lower the stakes by providing more frequent formative assessments in place of high-stakes, high-stress assessments.

In addition to proactively creating assignments that deter cheating, there are several university-supported tools at your disposal to help identify and prevent cheating.

Learn more about these tools in Strategies and Tools for Academic Integrity in Online Environments .

Communicate detailed instructions and clarify expectations.

When teaching in-person, you likely dedicate class time to introducing and explaining an assignment; students can ask questions or linger after class for further clarification. In an online class, especially in asynchronous online classes, you must anticipate where students' questions might arise and account for them in the assignment instructions.

The Carmen course template addresses some of students' common questions when completing an assignment. The template offers places to explain the assignment's purpose, list out steps students should take when completing it, provide helpful resources, and detail academic integrity considerations.

Providing a rubric will clarify for students how you will evaluate their work, as well as make your grading more efficient. Sharing examples of previous student work (both good and bad) can further help students see how everything should come together in their completed products.

Technology Tip

Enter all  assignments and due dates  in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to  develop rubrics  for every assignment in your course. 

Promote interaction and collaboration.

Frequent student-student interaction in any course, but particularly in online courses, is integral to developing a healthy learning community that engages students with course material and contributes to academic achievement. Online education has the inherent benefit of offering multiple channels of interaction through which this can be accomplished.

Carmen Discussions are a versatile platform for students to converse about and analyze course materials, connect socially, review each other's work, and communicate asynchronously during group projects.

Peer review can be enabled in Carmen Assignments and Discussions . Rubrics can be attached to an assignment or a discussion that has peer review enabled, and students can use these rubrics as explicit criteria for their evaluation. Alternatively, peer review can occur within the comments of a discussion board if all students will benefit from seeing each other's responses.

Group projects can be carried out asynchronously through Carmen Discussions or Groups , or synchronously through Carmen's Chat function or CarmenZoom . Students (and instructors) may have apprehensions about group projects, but well-designed group work can help students learn from each other and draw on their peers’ strengths. Be explicit about your expectations for student interaction and offer ample support resources to ensure success on group assignments.

Learn more about Student Interaction Online .

Choose technology wisely.

The internet is a vast and wondrous place, full of technology and tools that do amazing things. These tools can give students greater flexibility in approaching an assignment or deepen their learning through interactive elements. That said, it's important to be selective when integrating external tools into your online course.

Look first to your learning outcomes and, if you are considering an external tool, determine whether the technology will help students achieve these learning outcomes. Unless one of your outcomes is for students to master new technology, the cognitive effort of using an unfamiliar tool may distract from your learning outcomes.

Carmen should ultimately be the foundation of your course where you centralize all materials and assignments. Thoughtfully selected external tools can be useful in certain circumstances.

Explore supported tools

There are many  university-supported tools  and resources already available to Ohio State users. Before looking to external tools, you should explore the available options to see if you can accomplish your instructional goals with supported systems, including the eLearning toolset , approved CarmenCanvas integrations , and the Microsoft365 suite .

If a tool is not university-supported, keep in mind the security and accessibility implications, the learning curve required to use the tool, and the need for additional support resources. If you choose to use a new tool, provide links to relevant help guides on the assignment page or post a video tutorial. Include explicit instructions on how students can get technical support should they encounter technical difficulties with the tool.

Adjustments to your assignment design can guide students toward academic success while leveraging the benefits of the online environment.

Effective assignments in online courses are:

Aligned to course learning outcomes

Authentic and reflect real-life tasks

Accessible and inclusive for all learners

Designed to encourage academic integrity

Transparent with clearly communicated expectations

Designed to promote student interaction and collaboration

Supported with intentional technology tools

Cheating Lessons: Learning from Academic Dishonesty (e-book)
Making Your Course Accessible for All Learners (workshop reccording)
Writing Multiple Choice Questions that Demand Critical Thinking (article)

Learning Opportunities

Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity . AU Press. Retrieved from https://library.ohio-state.edu/record=b8475002~S7

Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies. American Journal of Distance Education , 21 (3), 117–132. https://doi.org/10.1080/08923640701341653

Mayer, R. E. (2001). Multimedia learning . New York: Cambridge University Press.

Ragupathi, K. (2020). Designing Effective Online Assessments Resource Guide . National University of Singapore. Retrieved from https://www.nus.edu.sg/cdtl/docs/default-source/professional-development-docs/resources/designing-online-assessments.pdf

Robles, M., & Braathen, S. (2002). Online assessment techniques.  Delta Pi Epsilon Journal ,  44 (1), 39–49. https://proxy.lib.ohio-state.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507795215&site=eds-live&scope=site

Swan, K., Shen, J., & Hiltz, S. R. (2006). Assessment and collaboration in online learning.  Journal of Asynchronous Learning Networks ,  10 (1), 45.

TILT Higher Ed. (n.d.). TILT Examples and Resources . Retrieved from  https://tilthighered.com/tiltexamplesandresources

Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching Courses Online: A Review of the Research. Review of Educational Research , 76 (1), 93–135. https://www-jstor-org.proxy.lib.ohio-state.edu/stable/3700584

Walvoord, B. & Anderson, V.J. (2010).  Effective Grading : A Tool for Learning and Assessment in College: Vol. 2nd ed . Jossey-Bass. https://library.ohio-state.edu/record=b8585181~S7

Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

Reflect On Your Assignment Design

Connect with the ctl.

Resources and References

Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014).

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to:

Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
Solve problem sets that have real world application;
Design projects that address a real world problem;
Engage in a community-partnered research project;
Create an exhibit, performance, or conference presentation ;
Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012).

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.

Examples from the Columbia University Classroom

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University.

E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing;
Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article .
Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.

Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.

Align the assignment with your course learning objectives

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98).

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it.

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010).

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education).

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ).

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning .

Communicate about the assignment

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions.

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use.

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment?

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students?

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] .

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students.

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback.

References

Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass.

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass.

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge.

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80.

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021.

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online.

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29.

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass.

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47.

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2).

Wondering how AI tools might play a role in your course assignments?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

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How to create a course outline with real examples

You have the idea and the skills, now you need a course outline. When it comes time to building your course on Teachable, we’ve made sure to create a platform that can handle all of the heavy lifting so you can focus on the creativity part. But before you even jump into how to create an online course , we want to let you in on a powerful secret step that can save you a lot of time and help make your course creation process even better: outlining . Learning how to outline your online course will help you stay organized and know exactly what you’ll need when it comes time to get those creative juices flowing. Whether your niche is reading tarot cards or you’re working on a management course, having a course outline will ensure the creation process is structured, smooth, and organized. Your students will thank you, too!

But first, let’s take a step back to make sure you have all the information you need to outline your Teachable course like a pro.

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What is a course outline?

A course outline contains the building blocks of your online course. It might also be called a class outline or training course outline. It breaks the topic and subject matter down into sections or modules, which can be determined by considering milestones, or learning objectives, you intend for students to have. Modules will be further broken down into specific lessons and learning activities.

Course outlines will include the overall learning objectives, so that the intended outcome is crystal clear for both you and your students. It’s essentially the roadmap for what you’re teaching and how you’re teaching it, as well as what practice/activities students will do in order to best learn what you’re sharing. It will also include any plans for “quizzes” with which students can self-assess where there might be learning gaps or to focus on material they might not have fully grasped the first time.

What should you include in a course outline?

In order for your students to gain the most value from taking your course , it’s imperative that your course outline covers the following:

The overarching goal – This usually can be summarized in a sentence, and encapsulates the main goal of the course. What will students be able to do, perform, or have fully learned by the end of your course? For example: By the end of this course, students will be able to create their own watercolor painting that includes elements of depth, color psychology, shape, and perspective. You can also include a brief course description here, too!
Breakdown of modules/sections – What subtopics are essential for students to know in order for them to achieve the overarching goal? Depending on the overarching or main goal of your course, each module can focus on a main component necessary to build towards mastering the skills needed.
Learning objectives for each module – While it’s tempting to simply present the content of the lessons, including learning objectives really strengthens your lessons. Having these means that you and your students are on the same page about why this particular module is essential to the bigger picture. (And curbs the age-old learner question of “what’s the point of this?”) These are the skills that students will acquire from each lesson. For example, in a module focused on color psychology, the learning objectives could be along the lines of: Students will be able to explain the impact that colors have on the subconscious brain in eliciting specific emotions and feelings.
The content for each module – How are you teaching it? Determine if video, visuals, or hands-on practice best aligns with the learning objective for each module. Ideally, there’s a mix of all three so that the three main types of learning styles are catered to.
Homework/practice opportunities – It’s important to include opportunities for practice so that students have a chance to implement what they’re learning. Otherwise, you run the risk of the information going in one ear and out the other for students, which means the overall effectiveness of the course will be lessened.
Quiz or self assessment – Ideally this is present within each module, and prompts the students to determine how well they grasp the material that you’ve taught. This is an empowering way for students to take more control of their own learning. Don’t worry, this doesn’t have to be a full blown test with multiple choice questions! It can be as simple as including a reflection question at the end of each module.
Learning objectives that are skill centered – (Also known as learning outcomes!) How well the content is presented and taught can be impacted by the learning objectives that are set. Preferably, these are written in a way that allows for self assessment. For example, saying “students will be able to know why depth perception is important in watercolors” implies they just need the theoretical understanding of depth perception. If we edit this to say “students will be able to implement strategies for varying depth perception”, it’s more specific and translates to a deeper understanding of the content.We’ll dive more into learning objectives and a formula for writing them in the next section!
Optional: pre and post assessment – While not strictly needed, this is a potent way for you and your students to measure (and marvel at) just how much they learned in your course. The great news is that the same assessment or questions is given both at the beginning or the end, so they are pretty simple to make. The differences between these two assessments are measured and then used as a way to gauge how effective your course was at teaching and what students achieve. These can also make for good testimonial material, and don’t worry, they’re way easier than final exams! We’ll get into how you can create these in a simple and effective way in the next section.
Optional: learning resources – Providing a brief list of extra resources after each module or after the course as a whole is a supportive way to ensure that student needs are being met. Having these additional links enables students to dig a little deeper and to gain more clarity on certain areas of the material that may have been unclear or where they want to know more.

How to create a course outline step-by-step

Step 1: begin with the end.

Yep, that’s right. To make a great course, think of the end result of your course before anything else. What’s the overarching goal or transformation that your course provides? Then work backwards to determine, step by step, how your ideal student would get to that end goal you’re selling. It’s essential to get clear on this before designing any lesson plans!

Take a few minutes to actually write down the transformation students will experience in your course. Go on, finish this sentence: “By the end of this course, students will be able to do blank .”

If your transformation is either too vast or too vague (e.g. how to live your best life vs. how to feel confident when meeting new people at a conference) you will find your outline may be difficult to craft. Instead think smaller and more specific. In fact, the more specific your outcome is, the better.

It’s best to choose more actionable words than “understand” when you’re describing your transformation. Consider create, write, make, speak, design, etc. Outcome-based training is the most important thing for being able to outline your online course—and also for your students to comfortably progress through their learning. This will also help you identify if your course is best suited as a standalone course, a subscription, a mini course, or even a course with coaching options.

Step 2: The breakdown: modules & sections

Now that you have the umbrella of the overarching goal open, it’s time to get more specific by looking at the modules/sections that are underneath it. While you’re determining this, keep a time frame in mind. Many creators will split the modules within a certain number of weeks or days to help students pace their learning. If you want your course to be five weeks long, then determine the most important five subtopics that need to be covered, and each of these becomes a module.

Alternatively, you can also decide what the most important subtopics are and then base the time frame off of that.

Step 3: Writing powerful learning objectives

Once you’ve determined the modules, go ahead and decide what is most important for students to learn in each one. Learning objectives usually start with “Students will be able to…” and then include some kind of action word, followed by the task or skill. Remember to get specific with the action words, ideally avoiding the words “understand” and “know” for more concise words that are measurable, outcome based, and taught in the course material.. (For example, how do you measure if someone understands something? That’s a lot more nuanced and subjective than measuring if someone is able to create a podcast or design a website.)

Use the formula below to quickly make learning objectives that are highly effective and measurable:

Students will be able to + [insert specific verb] + [description of end product or demonstration of knowledge]

Students will be able to produce a podcast episode. Students will be able to write a completed screenplay. Students will be able to author a book proposal with two sample chapters. Students will be able to construct a gardening plan.

Examples of strong verbs to use: create, produce, write, design, develop, assemble, collaborate, invent, construct, build, blog, devise, podcast, manage, facilitate, generate

Step 4: Organize the material (including homework)

Now that you have the course broken down into modules, it’s time to sort through the material you want to include. Ideally, each module will include the learning objective, some type of content where the material is being taught (keep reading for the five basic content types!), and “homework” of some kind. This is really just a chance for students to practice and implement whatever skill is being taught in this module—it doesn’t have to be very long, but rather to provide a chance for students to move from passively taking in information to actively getting involved with what you’re teaching. Invite them to try their hand at whatever it is being taught, because the more action and practice that they’re taking, the faster and more thoroughly they’ll learn!

Five basic content types

The style of your course is up to you, and the method of content delivery you think will make the most sense for your subject matter and students may differ from course to course—even section by section or lesson by lesson. There are five basic content types that are most often found on Teachable creators’ courses: text and photo, PDFs and downloadables, slide decks, screen recordings, and video. Since people have different learning styles, incorporating a combination of content types will enhance student learning. We break them down to help you better understand which might be ideal for your course.

Text and photos: easy and quick; best used for simple concepts or lessons that can be demonstrated in a format that’s most similar to a blog post or article. Just be cognizant that not everyone learns best by reading, and if your lesson has multiple steps, perhaps blocks of texts and pictures aren’t the best option.
PDFs and downloadables : include spreadsheets, workbooks, cheat sheets, resource material, checklists, etc. that can easily be referenced; not ideal for complex subjects that require walkthroughs or explanations of why.
Slides : visually emphasize your points; walks students through material one step at a time

Screen recordings and videos: ideal for complex topics that need step-by-step attention as well as explanation and demonstration; provides more interaction with students and gives a more personalized instructional experience. Screen recordings can be as simple as you talking through a slide presentation or a recording of your computer screen as you demonstrate your skill and provide commentary. They’re cheap to produce and provide a lot of value to students.

Home videos are also another popular option for content delivery. Luckily, you don’t have to spend a lot to get quality video at home . For your course videos , you can speak directly to the camera, film your hands doing work, or even use a pre-recorded webinar or live event you’ve done.

Some lessons may need just one content type, like a screencast, but others may need two, like a video with a companion PDF workbook. It’s perfectly fine—and encouraged—to use a variety of methods within your course.

Step 5: A closer look at assessments & reflections

Including these elements in your course is a potent way to ensure that students are really getting the most from the material you’re providing. Keep in mind, the assessments can be simple, and you certainly don’t have to grade them! You can use questions that align with the learning objective to assess. For example, if the learning objective is “Students will be able to utilize Podcastle to edit a podcast”, then the assessment or homework would be to familiarize themselves with the platform and to edit a podcast episode! Pretty straightforward, right? Although uncomplicated, this is an effective way for students to implement and check their own learning.

It’s a proven pedagogical theory that reflection on the learning process actually helps to deepen understanding of the material and help it stick. Some weeks the homework could simply be to reflect on what they learned or what areas they found challenging or the most interesting from that module.

Step 6: Decide on a pre & post assessment

Along the same lines as number five, having a pre and post assessment is a great way for students to track their learning, and it can also give you helpful feedback about your course. Including a few questions that align with the learning objectives in your course are a good measure of the learning that’s taken place. These can be collected on a survey (like Typeform or Google survey) for ease of feedback and also a way to collect testimonials!

What do you know about producing a podcast? How confident are you with editing and publishing individual podcast episodes?

The end result

We believe in the art of simplicity, so we’ll do anything we can to help make your road to course creation a simple one. In fact, we’ve built our entire online course platform to do just this.

So, once you’ve learned how to outline your online course and have pumped out some content, you can easily use Teachable to physically create your course. Our one-click bulk upload option will also help you upload your course sections and lessons simply. From there you can customize your content, preview, and publish.

Course outline examples & template

If you want a template to create your course outline, then look no further. With Teachable’s outline templates, you can be led through creating a Course Outline in a step-by-step process. To get it, just click here to download for free ! You can even think of it as a preview of what’s needed if you’re still in the ideation phase of creating your virtual product.

The example below shows how your course outline could look once it’s uploaded onto the platform. Splitting the modules into different categories is a helpful way to keep things organized for your students.

Key takeaways:

Actionable transformations lead to the most successful courses and are the easiest to outline and plan.
A course is made of sections and lessons . Sections contain groupings of lessons. Lessons are structured, informational units composed of text, files, video, and images.
Sections are the milestones in your course a.k.a. major concepts and skills your students need to master in order to achieve the final transformation.
Lessons are the bite-sized units of video, audio, text, images, etc. within your section that deliver one takeaway.
Mapping out your content delivery method will help prepare you for the creation process.
Use the one-click bulk upload button on the Teachable platform to begin to organize your content.

Outlining your course doesn’t have to be daunting. And, putting in just a little bit of elbow grease before you start creating will not only save you lots of time and energy later on, it will also enhance the learning experience of your students. Future you is already thanking past you.

Why create a course outline?

Creating a course outline is an essential part of producing your course. It provides you with structure and organization, which is very helpful as the process can feel overwhelming at times. More importantly, it means that the course material you’re curating is intentional and focused on providing students with the most value possible—having course objectives that you’re building off of creates a solid foundation for learning. Having this outline also means you can share learning objectives with your students so that they feel empowered in their learning process. Overall, a course outline makes it more clear for you and your students, and provides a sense of ease for you during the creation process.

What is the difference between a course outline and a syllabus?

Generally speaking, a course outline is a tool for course creators to consider during the planning phase, while a course syllabus is intended for students to read ahead of starting the course. Once you’ve created a course outline, you can move on to creating the course syllabus, which includes more detailed information, including the course description, specific modules and assignments, dates, a grading rubric, rules of conduct, and other course requirements and expectations of the teacher.

Additional reporting by Nicole Quintana-Wolf

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Caitlin Miller , Caitlin Miller is the Manager of Content Marketing Strategy at Teachable. In her spare time, she's often found listening to vinyl records, buying too many house plants, and enjoying a run on the streets of Brooklyn.

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Free PDF: The 3 worst online course mistakes (and how to fix them)

How to Structure an Online Course: 7 steps + template

By Luisa Zhou
Online Courses
Updated: April 24, 2024

1. Define your target audience and learning outcomes

The online course market is huge. In fact, the global e-learning industry is expected to reach $325 billion by 2025 . So to make your course stand out, you need to create the best possible course for your niche audience.

How? First, you need to understand who they are.

See, your target audience affects your teaching style, content format, and how you organize your content.

For example, say you’re creating a course about how to make a chocolate cake. If your course is for complete beginners, then you will spend more time explaining technical terms and basic techniques. Compare that to a course for pastry chefs. That course would include way more technical details and advanced techniques.

Discover the top 3 reasons most courses fail

(plus how to fix them so you succeed).

What is their ultimate goal?
What do they already know about your chosen topic?
What are their challenges?

One of the best ways to research these questions is to work with a few coaching or consulting clients.

That way, you’ll get to know exactly what your ideal students are struggling with and the problems you can solve with your course.

Because that’s key: every successful online course needs to solve a problem.

And that problem not only has to be helpful, but it also needs to be worth paying for.

For example, some people wouldn’t pay for a course on how to knit. But other people really value that skill and would invest in a course that teaches them how to knit.

So think about why your course is valuable and who it would be valuable to.

Now let’s talk about learning outcomes.

Learning outcomes are what your audience can expect to learn from taking your course.

In short, what is the transformation you offer?

Even if what you’re teaching is not that tangible, that’s okay. There’s still going to be some kind of tangible result.

For example, if you’re teaching a course on how to feel happier throughout your day, get clear on what will change in your students’ daily lives to make them feel happier.

So focus on the results. This will help you design a course that gets your students to their end goal in the easiest and fastest way possible.

Once you’ve figured out the main learning outcomes of your course, it’s time to break that down into milestones, which we’ll look at in the next step.

And for more on identifying your course’s end result, check out this video:

2. Create a course outline

Now you’ve got an idea of the learning outcomes, you can create a more detailed outline.

You want to identify the main milestones that your student needs to achieve to get to their overall goal.

So let’s say you’re designing a course to help someone get a new job like my student Emily Liou did with her course Happily Hired.

The first milestone might be to get clear on exactly what type of career they want.

Think of it like a path. What are the specific steps and milestones that will get your student from A to Z? You can draw out the steps on the path and that becomes your course outline.

This logical step-by-step method is the most common way of organizing the key milestones of your course.

But there’s another method.

You can also organize your content into “areas of mastery.”

So instead of a linear path step-by-step, your milestones are focused on mastering one area of the overall goal – like a puzzle piece.

For example, if you’re creating a course on yoga, you might organize your content around the different types of poses, with one module each on standing poses, sitting poses, dynamic poses, and so on.

Your student has to master each of the benchmarks to get to their final goal. But they don’t have to take the course in order to get value. They could even focus on one of the areas they struggle with the most.

Whichever method you choose, mapping out the areas of mastery or the steps on the path will tell you exactly what each module should include.

I talk more about how to structure an online course in this video:

Once you have a skeleton you can easily fill in, creating the content is way easier.

So what should your course outline include?

Here’s a rough guide:

Course name: What will you name your course? Don’t overthink it.

Course description: What is your course about? What is the end goal?

Modules: What is the subject of each module?

Lessons: Define the topic of each lesson within the modules.

Bonuses: What bonuses will you offer to students?

Let’s dive a little deeper in the next section.

3. Structure the course in modules and lessons

So let’s translate those milestones into modules and lessons.

To start, a common mistake I see first-time course creators make is including way too much information. Yes, there is such a thing as too much information.

Think of it this way:

Your students are investing in your course because you’re making it easier to get their goal.

Too many lessons and PDF workbooks are just overwhelming.

Instead, you want to streamline your content in the most logical, step-by-step way possible.

First, modules.

Each module should line up with completing a milestone on the way to achieving the ultimate goal.

That means that some modules will be bigger than others.

For example, let’s say you’re creating a course about learning the guitar. The module explaining chords may be bigger than the module about tuning the guitar.

That’s where lessons come in. Your lessons break up your modules into digestible chunks.

So when structuring your lessons, think about:

The introduction: At the beginning of each lesson, introduce the topic and let students know what they’ll learn in the lesson.
Results-focused content: Make the meat of your lessons results-focused.
Summary: Summarize the main takeaways of the lesson and what action steps your students should take to progress to the next level.

So how many lessons and modules should you have in your course?

A great structure is 4-8 modules. And each module should have no more than 3-7 lessons.

This structure has just enough information to be easy to implement and high-value for your students.

Finally, let’s talk about the supporting materials.

PDF workbooks, checklists, trackers, implementation guides, quizzes, and so on. These are extra materials that help your students achieve their goals.

It’s even better if the material is action-based. So plan out the list of materials you’ll include in each module. And remember, you don’t have to include a ton of materials in each module to make the course valuable. Only information that will make a difference to your student’s journey.

Next up: delivery.

4. Choose the right content delivery methods

Straight-to-camera videos
Screen captures
Audio clips
PDF downloads
Images/infographics

When it comes to delivery, the method isn’t everything.

What matters most is the content.

At the same time, you want to choose a delivery method that works for your audience.

For example, if your course is aimed at young people, video and short text will work better than email.

It also depends on your course content.

Most people who buy a course on learning to play the piano probably expect to see video tutorials rather than text explanations.

However, your delivery doesn’t need to be super high-end. Of course, create the best quality content you can with the resources you have. But you can do a lot with your smartphone.

You can even create a slide deck and record your voice walking people through the lessons in a video. That’s a super easy way of delivering your course that still provides your students with great value. You can always upgrade the format (if you need to) once you break even on your course.

As a general rule, the most high-value formats are video and audio. Combine those with PDF downloads and you have a high-ticket course that your students will enjoy.

Now let’s talk about user experience.

5. Make the course easy to navigate

When thinking about how to structure an online course, many people forget about user experience.

But here’s the thing. The easier your course is to implement, the better the results your students will get.

Better results mean amazing case studies you can use to sell your course in the future.

So investing time in your course’s user experience is always worth it.

Think about how easy it is to go through your course.

That means:

Is everything well explained?
Is the platform you’re using easy to navigate?
Is it easy for students to track their progress?
How well does one module build on the previous one?
Are the action steps simple to implement? If not, are there smaller steps you can add to make it easier?

Answering these questions will help you design a course that gets your students to the finish line in the most efficient way possible.

My advice? Create an overview in the first module of the course and the learning objectives.

This establishes exactly what your students are going to learn at each milestone and how to get the most out of the course.

Then, at the end of every module, recap what they’ve learned and what they’ll learn in the next module.

This helps reinforce what your students have learned so far and encourages them to complete the course.

Next up: bonuses and homework.

6. Add bonuses and assignments

One of the best ways to increase the value of your course is to add bonuses.

Your bonuses should be extra material that helps people implement your course and get results faster. They don’t need to be videos or PDFs, but they could be services, too – like group coaching calls.

Ultimately, bonuses make your course feel like a no-brainer to prospective students. They make the experience better for your students and make your course overall more valuable.

So what makes a good bonus?

Examples include:

Scripts (such as interview scripts for job searchers)
Templates (such as meal plan template for people designing their diet)
Case studies (such as success story of how one of your previous clients achieved their goal)
Bonus lessons (such as exclusive video on how to nail an interview for corporate employees looking for their dream job)
Free membership (such as an exclusive space for your students to connect)
Coaching sessions (such as one on one time with you to help them achieve their goal, group coaching calls, or group chats)

The bonuses you choose depend on your course topic and the amount of support you want to give.

The only rule is that the bonus should be relevant to the course and add a lot of value.

Another “extra” you can include are assignments. I personally don’t use assignments or homework in my own courses, but if you have a course that requires people to retain information, you can add quizzes at the end of each lesson or module.

And what if you don’t know what bonuses or assignments to include? After launching your course, student feedback will help you figure out what you can offer.

And to use student feedback, read on.

7. Use student feedback

Once your course has launched, the work doesn’t stop there. Now you can improve and perfect your course using the number one resource: student feedback.

Listen, creating my flagship course – Employee to Entrepreneur – was a great experience. I got to help so many people achieve their goals of becoming an entrepreneur.

But even though the first version of the course was well-received, it took me almost three years to perfect it.

Why? Because I continuously listened to my students over the years and incorporated their feedback in the next version.

Improving your course could mean:

Switching formats
Clarifying things
Adding or removing content
Adding new bonuses or supporting material

All of this makes your course the best possible product it can be so you can continue to make profits.

Now, you don’t have to look for negative feedback.

If something is wrong with your course, like a link isn’t working, someone will tell you straight away.

But if your course is pretty good as it is, how do you get student feedback to help you make it even better?

Simple: ask them.

Email your students directly or post in a community space about what you could improve with your course.

Ask questions like:

What was your favorite part of the course and why?

What was your least favorite part of the course and why?

Do you think there is something missing from the course?

Was the course easy to follow and implement?

Did you complete all of the assignments in the course? Why or why not?

What did you think of the course bonuses?

What are your results from taking the course?

Would you recommend the course to others? Why or why not?

Student feedback is what makes your course the best possible product on the market for your niche and helps you achieve financial freedom. So don’t skip this step!

Online course structure template

So now you know how to build your own successful online course.

Here’s a structure you can use for your course to get you started:

Online course outline example

Module 1: Introduction

Lesson 1: Welcome
Lesson 2: Course Overview
Lesson 3: Learning Objectives

Module 2: Topic 1

Lesson 1: Introduction to Topic 1
Lesson 2: Subtopic 1
Lesson 3: Subtopic 2
Lesson 4: Overview / assignments

Module 3: Topic 2

Lesson 1: Introduction to Topic 2

Module 4: Conclusion

Lesson 1: Course Review
Lesson 2: Next Steps

And that’s how to structure an online course!

But having a well-structured course is just the beginning.

Creating an online course is simple…but it’s not easy. There are plenty of mistakes new course creators make all the time. And those mistakes could keep you from launching a successful course.

Want to know what they are?

Download my free guide on the 3 most common mistakes course creators make and how to avoid them.

How to Create a 6-Figure Online Course

How to Sell High-Ticket Courses

How to Launch Your Online Course

About Luisa Zhou

Luisa Zhou has helped thousands of students build and scale their own profitable online Freedom Business. Fun Fact: She used to work as an engineer for the Space Station and holds a B.S.E. from Princeton. Click here to learn more about Luisa.

Hope you enjoy this blog post.

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Developing an Effective Syllabus for an Online Course

Students are usually first introduced to a course via the syllabus. The syllabus gives students an overview of the course and lets them know what they can do and how they will be a part of the learning process. The syllabus doesn’t only provide a window into the course expectations, it “sends a symbolic message to the students regarding your personality as a teacher and the amount of investment you have made in the course” (Matejka & Kurke, 2010, p. 115).

An online syllabus is similar to a face-to-face (F2F) course syllabus, but it also must be able to stand alone – i.e. not require any verbal explanation (Henson et al., n.d.). See the table below for the similarities and differences between face-to-face and online course syllabi.

Similarities	Differences

Best Practices in Developing a Syllabus

An effective online course syllabus should:

Clearly state what students will learn in the course and how they will be assessed
Establish expectations of student work and behavior
Include an outline of the course with important assignments and dates
Include statements/course policies regarding: accessibility, academic honesty and inclusion
Set expectations for communication among students and with the instructor
Provide information on the resources/technology needed and how to get support in those areas
State any prerequisites , including digital/technology skills, needed for the course
Be accessible to all students

Apply to your course: Components of an Online Course Syllabus

The following information has been modified to align with the Faculty Senate's approved requirements for all UMass Amherst Syllabi .

Click the + below to read more about and find samples of each component.

Components:

Welcome language
Brief course description
The purpose of the course
Basic logistical information

Sample Text:

Welcome to the Essentials of Online Teaching Course! We’re so happy you’re here. In this course, you will learn to develop and teach effective online courses. You will convert an existing course or develop a new course that meets quality standards. This course aims to create a community of practice—a supportive, collaborative space in which the participants learn from each other, the facilitator, and their own exploration. Most of the coursework will be completed on your own time and pace; however, we will have weekly synchronous workshops on Tuesdays, 11:00am-12:00pm.

Name of course, course number, and course credits
Instructor and Teaching Assistants’ (if any) Names
Department/Program
How to access the course (website)
Prerequisites (if any) skills needed or courses
Specifically state available or unavailable days/time
Provide response time (e.g. within 24 hrs or within 1 business day)
Delivery Mode/meeting schedule (e.g. fully asynchronous online) and/or t imes for synchronous activities (if any)
Office hours and expectations (i.e. drop-in/by appointment?)

Course Information: Sample Display

Course Name, Number and Credits	Instructor Name
Semester	Department/Program
: Include the days and times of any required synchronous meetings.	: Include a statement that defines how long students should expect to receive a reply from you.
: To access the course login to [course link] using your UMass username and password. UMass IT User Services is available to assist students through live chat, email, phone, and an online ticketing system. Contact information is available on the UMass IT Get Help page.	: Indicate any online office hours and where they will be held (Chat, Virtual Office, Web Conferencing, etc.) Include expectations such as whether they are by appointment or drop-in.
: Include any required skills or courses]

A learning outcome is a statement that describes what a student will know (knowledge), be able to do (skill), and/or value/appreciate (disposition) as a result of a learning experience. The syllabus should list the primary, overarching learning objectives for this course. Individual modules can include more specific learning objectives (UWSP, n.d.).

Use action verbs to describe what students and you will accomplish through this course. A bulleted list is a good way to display these objectives, as shown below. For example:

Students will be able to:

read , interpret , and analyze common reference maps
explain the relationship between genetics and disease risk
choreograph a dance reflecting a specific dance style

See the Learning Objectives page for more info on how to develop these.

Your syllabus should include a clearly presented schedule of topics/units, required reading materials, assignments, assessments, and due dates. You can consider presenting this information in a chart, such as the one here.


Write here	Write here	Write here	Write here	Write here
Write here	Write here	Write here	Write here	Write here

Your syllabus should:

Explain how a final course grade is calculated/what criteria is used to determine the student’s grade
Articulate how areas such as ‘participation’ are evaluated
Link to rubrics, where applicable
Include grade percentages or points for all quizzes, exams, graded assignments, and forms of class participation
State policies on late assignments
Include a statement about the timeframe of when students can expect grades/feedback from you on their work (Henson et al., n.d; UWSP, n.d.)

Because teaching and learning in an online space differs from face-to-face, it is suggested to include a section on “Netiquette”: a set of guidelines for behaving properly and respectfully on the internet (see Mintu-Wimsatt, 2010; Shea, 1994).

Try to phrase these guidelines in positive language rather than a list of “don’ts”. You can use and modify the following example:

Netiquette is a set of guidelines for behaving properly and respectfully online. Your instructor(s) and fellow learners wish to foster the spirit of a learning community, which includes a safe and productive learning environment. You are encouraged to comment, question, or critique an idea, but attacking individuals or their opinions is prohibited. Likewise, expressing opinions that are derogatory, discriminatory or otherwise offensive to specific individuals/groups of people is not permitted. Working as a community of learners, we can build a polite and respectful course community.

The following netiquette tips will enhance the learning experience for everyone in the course:

Encourage other students to join in the discussion
Present ideas appropriately, using polite language
Share expert knowledge and tips with others
Remember the human(s) on the other side of the screens
Use caution in writing (e.g. ALL CAPS suggests shouting online)
Make yourself look good online (think and edit before you push the “Send” button.)
Be forgiving of other people’s mistakes (e.g. spelling errors or ‘stupid’ questions)
Respect other people's privacy, time and bandwidth
Ask for feedback from peers/instructor when needed
Keep an open mind to other people’s opinions and share your own

In summary, adhere to the same professional standards of behavior online that you follow in face-to-face interactions.

It is important to demonstrate your commitment to all students’ success and ensure that everyone has the support they need to be successful. The following statements are required to be included verbatim in all UMass Amherst syllabi:

The University of Massachusetts Amherst is committed to providing an equal educational opportunity for all students. If you have a documented physical, psychological, or learning disability on file with Disability Services (DS), you may be eligible for reasonable academic accommodations to help you succeed in this course. If you have a documented disability that requires an accommodation, please notify me within the first two weeks of the semester so that we may make appropriate arrangements. For further information, please visit Disability Services ( https://www.umass.edu/disability/ ).

The following statement is required to be included verbatim in all UMass Amherst syllabi:

Since the integrity of the academic enterprise of any institution of higher education requires honesty in scholarship and research, academic honesty is required of all students at the University of Massachusetts Amherst. Academic dishonesty is prohibited in all programs of the University. Academic dishonesty includes but is not limited to: cheating, fabrication, plagiarism, and facilitating dishonesty. Appropriate sanctions may be imposed on any student who has committed an act of academic dishonesty. Instructors should take reasonable steps to address academic misconduct. Any person who has reason to believe that a student has committed academic dishonesty should bring such information to the attention of the appropriate course instructor as soon as possible. Instances of academic dishonesty not related to a specific course should be brought to the attention of the appropriate department Head or Chair. Since students are expected to be familiar with this policy and the commonly accepted standards of academic integrity, ignorance of such standards is not normally sufficient evidence of lack of intent ( http://www.umass.edu/dean_students/codeofconduct/acadhonesty/ ).

Faculty must include ONE of the below Title IX statements . All faculty are non-Responsible Employees/non-Mandatory Reporters UNLESS told by UMass administration that they are a Responsible Employee/Mandatory Reporter. Most faculty will fall into the non-Responsible Employee/non-mandatory reporter category . Pursuant to the current MSP contract, “Vice Chancellors, Vice Provosts, Deans, Department Heads, and Directors (including Directors of Centers and Institutes and Graduate and Undergraduate program directors) as well as employees specifically tasked with responding to incidents of sexual harassment and violence are “responsible employees” for Title IX purposes and must report incidents of sexual misconduct to the Title IX Coordinator. All such employees that are members of the MSP will be notified of their obligations with notice to the MSP.”

#1: Title IX Statement (non-Responsible Employee/non-mandatory reporter statement—all faculty should use this statement unless told otherwise by UMass admin)

In accordance with Title IX of the Education Amendments of 1972 that prohibits gender-based discrimination in educational settings that receive federal funds, the University of Massachusetts Amherst is committed to providing a safe learning environment for all students, free from all forms of discrimination, including sexual assault, sexual harassment, domestic violence, dating violence, stalking, and retaliation. This includes interactions in person or online through digital platforms and social media. Title IX also protects against discrimination on the basis of pregnancy, childbirth, false pregnancy, miscarriage, abortion, or related conditions, including recovery. There are resources here on campus to support you. A summary of the available Title IX resources (confidential and non-confidential) can be found at the following link: https://www.umass.edu/titleix/resources . You do not need to make a formal report to access them. If you need immediate support, you are not alone. Free and confidential support is available 24 hours a day / 7 days a week / 365 days a year at the SASA Hotline 413-545-0800.

#2: Title IX Statement (use this statement ONLY if you have been told by UMass administration that you are a Responsible Employee/Mandatory Reporter)

For purposes of Title IX reporting, I am a considered a “responsible employee” at UMass ( https://www.umass.edu/titleix/about ). That means that if you tell me about a situation involving sexual assault, sexual harassment, domestic violence, dating violence, stalking, and retaliation, I must share that information with the Title IX Coordinator . Making a report to the Title IX Coordinator is my legal obligation, meets the University's goal of providing members of our community with supportive resources they might need, and enables the University to obtain a more accurate picture of the extent of sexual violence in our community. It will be completely up to you to determine if and how you want to work with the Title IX Coordinator's office. You will not be in trouble for reporting to me that you have experienced any of these situations, and the law prohibits retaliation against anyone who participates in a Title IX process.

Optional language for relevant classes for faculty who are Responsible Employees/Mandatory Reporters: “ For the purposes of this class, if you choose to discuss your own personal experiences of sexual violence as part of a written assignment or a discussion, we do not consider that a report covered by Title IX .”

It is also important to articulate your policies around diversity, equity, and inclusion. You may use/modify the sample text below:

Inclusion: We are all members of an academic community with a shared responsibility to cultivate a climate where all students/individuals are valued and where both they and their ideas are treated with respect. The diversity of the participants of this course is a valuable source of ideas, problem-solving strategies, and creativity. If you feel that your contribution is not being valued or respected for any reason, please speak with me privately.

Names and Pronouns: Everyone has the right to be addressed by the name and pronouns that they use for themselves. Students can indicate their preferred/chosen first name and pronouns on SPIRE, which appear on class rosters. Please let me know what name and pronouns I should use for you if they are not on the roster. A student’s chosen name and pronouns are to be respected at all times in the classroom. To learn more, read the Intro Handout on Pronouns: UMass Stonewall Center’s “What are Your Pronouns?” Intro Guide.

Finally, it is encouraged to include a list of other services and resources that may be beneficial to your students. See, for example, some additional resources you may want to direct your students to below:

Technical Support: UMass IT User Services is available to assist students through live chat, email, phone, and an online ticketing system. Contact information is available on the UMass IT Get Help page
Academic Supports and Services: The Learning Resource Center (LRC)
University Health Services
Campus Health and Safety

In the time of developing generative AI, including but by no means limited to ChatGPT, a clear policy on its use will support academic integrity. The UMass Amherst CTL provides the following examples of generative AI policy statements you can use. You should feel free to modify and adapt these statements based on you preferences AND engage with your students in a conversations around your expectations and their around AI usage in your course.

AI is prohibited: [This course] assumes that all work submitted by students will be generated by the students themselves, working individually or in groups. Students should not have another person/entity do the writing of any substantive portion of an assignment for them, which includes hiring a person or a company to write assignments and using artificial intelligence tools like Copilot , ChatGPT and Google Bard.

AI is allowed with attribution : Use of AI tools ( Copilot is the recommended option) is permitted in this course for students who wish to use them. To adhere to our scholarly values, students must cite any AI-generated material that informed their work (this includes in-text citations and/or use of quotations, and in your reference list). Using an AI tool to generate content without proper attribution qualifies as academic dishonesty.

AI is encouraged with certain tasks and with attribution : You can choose to use AI tools to help brainstorm assignments or projects or to revise existing work you have written. When you submit your assignment, I expect you to clearly attribute what text was generated by the AI tool (e.g., AI-generated text appears in a different colored font, quoted directly in the text, or use an in-text parenthetical citation).

Accessible Syllabus . (n.d.).

Ashby, I., Caskurlu, S., Beck, C. and Fiock, H. (2020). Syllabus for Online Teaching Considerations . Purdue University.

CAST (n.d.). UDL Syllabus .

Center for Urban Education (CUE), Rossier School of Education, University of Southern California. (2017). Syllabus Review Guide for Equity-Minded Practice .

Henson, H., McWherter, J., McKitrick, D. and Morris, D. (n.d.) “ Best Practices for Teaching Online: Creating an Online Syllabus. ” The University of Texas: Health Science Center at Houston .

Matejka, K., & Kurke, L. B. (1994). Designing a great syllabus . College Teaching , 42(3), 115-117.

Mintu-Wimsatt, A., Kernek, C., & Lozada, H. R. (2010). Netiquette: Make it part of your syllabus . Journal of Online Learning and Teaching , 6(1). Retrieved from

O'Keefe, L., Rafferty, J., Gunder, A., & Vignare, K. (2020). Delivering High-Quality Instruction Online in Response to COVID-19: Faculty Playbook . Online Learning Consortium .

Shea, V. (1994). Netiquette . Albion.com .

University of Massachusetts Amherst Center for Teaching and Learning. How Do I Consider the Impact of AI Tools in My Courses? .

University of Wisconsin Steven’s Point. (n.d.). UWSP Online . Online Course Syllabus Template.

Wistinghausen, M. (2020). Netiquette for Online Learning .

How to cite this page:

UMass Amherst IDEAS Team. (2024, March). Developing an Effective Syllabus for an Online Course . https://www.umass.edu/ideas/developing-effective-syllabus-online-course

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Create Your Course

130+ online course ideas & examples (plus tips on how to get started), share this article.

Online learning offers unparalleled growth and skill acquisition opportunities, making it a prime choice for those eager to advance personally and professionally.

This article aims to inspire learners and creators by presenting course examples from a variety of fields, like marketing, design, technology, and more. From mastering digital marketing to unlocking the secrets of AI, we showcase courses that inspire and provide actionable insights for creating your own.

Join us as we explore the diverse world of online course ideas , providing you with 130+ examples and ideas that showcase the best of what digital learning has to offer. Let’s get started on this educational journey together, where knowledge is just a click away.

Skip ahead:

Finding your profitable course topic

Online career growth and leadership course ideas, online business and marketing course ideas, online design and creativity course ideas, online personal development and lifestyle course ideas, online personal finance and money course ideas, online relationship course ideas, online music course ideas, online science course ideas, online sports & fitness course ideas, online cooking course ideas, online parenting course ideas, online religion & spirituality course ideas, online lifestyle course ideas, online technology and innovation course ideas, online academic and tutoring course ideas, other online course ideas, unlocking the power of course creation on thinkific, unleashing potential: the power of online courses.

Discovering the best online course topic isn’t just about teaching what you know—it’s about filling a need and solving real-world problems for your audience. Here’s a strategic approach to uncovering topics that can transform your expertise into a successful online course:

Identify challenges and questions

Start by reflecting on your own experiences. What obstacles have you overcome? What insights have you gained? Then, listen to your audience. What questions do they frequently ask? These inquiries and your answers highlight areas where you can provide valuable knowledge and solutions.

Conduct thorough market research

Use tools like Google Trends to gauge interest levels in various subjects. Explore forums and social media groups related to your expertise. Pay attention to the questions people ask and the problems they discuss. Are there recurring themes or frustrations with existing courses? This research can reveal untapped niches or areas where current courses fall short, offering you a clear path to make an impact.

Analyze and refine your approach

Take a close look at what’s already out there. Can you bring a new perspective to the topic? Maybe there’s outdated content that you can refresh with the latest information or trends. Consider how you can elevate the e-learning experience—perhaps through more engaging content, interactive elements, or offering personalized support and feedback. Highlighting what makes your course different sets it apart and makes it more appealing to potential learners.

Solve a specific problem

People are drawn to courses that promise and deliver solutions to their specific challenges. Define the problem your course solves in clear, direct terms. Then, outline how your course provides the solution. This approach makes your course more attractive and more actionable for your students.

Offer actionable insights and tools

Your course should empower students with practical knowledge they can apply immediately. Include actionable tips, step-by-step guides, and resources for students to implement what they’ve learned. This enhances the value of your course and boosts student satisfaction and success.

Career and leadership development courses need to resonate with the unique aspirations and challenges of your audience:

Breaking the glass ceiling: Career advancement for women: Empower women with the tools to overcome barriers in the workplace, including negotiation tactics, strategies for increasing visibility, and overcoming gender bias, complemented by actionable advice and inspiring case studies.
Mastering the modern job interview: Equip job seekers with the skills to excel in today’s competitive job market, from acing virtual interviews to showcasing their unique value proposition clearly and confidently.
Effective networking strategies: Unveil the art of building and nurturing professional relationships that can open doors to opportunities, focusing on leveraging both online platforms and in-person connections.
Leadership essentials for new managers: Transition smoothly from team member to team leader, covering effective communication, team motivation, delegation, and conflict resolution.
Personal branding for career success: Teach professionals how to craft and communicate their personal brand online and offline to stand out in their industry, attract career opportunities, and establish themselves as thought leaders.
Time management for productivity: Offer strategies for managing time effectively, setting priorities, and achieving work-life balance, enabling professionals to maximize productivity without burnout.
Navigating career transitions: Guide individuals looking to make a career change, whether shifting industries, returning to the workforce, or starting a new role, with practical steps for a successful transition.

The world of online business courses can be overwhelmingly large, but focusing on entrepreneurship, marketing, and critical business skills can yield significant benefits for your students. Here are some helpful courses:

Digital marketing fundamentals: Launch learners into digital marketing with this course. Cover the basics of SEO, content marketing, social media strategies, and analytics. Real-world case studies and hands-on projects can equip students with the skills to craft compelling digital marketing campaigns.
Social media marketing and management mastery: This course can teach students how to effectively manage and grow social media platforms for businesses. From crafting engaging content to analyzing social media metrics, learners can gain insights into building a strong online presence.
Content writing essentials: Guide your students through the art of creating compelling, valuable content that resonates with audiences and drives engagement. Include techniques for SEO optimization, crafting headlines, and content strategy planning.
SEO optimization techniques: Dive deep into the tactics that make websites rank higher in search engine results. This course can cover keyword research, on-page SEO, link building, and the latest algorithms used by major search engines.
Email marketing strategies: Show learners how to create email campaigns that convert. Topics could include list building, segmenting audiences, designing emails, and measuring success through analytics.
Personal branding bootcamp: Equip students with the tools to build and manage their personal brand online. Cover aspects like defining one’s unique value proposition, leveraging social media, and networking strategies.
Public speaking confidence: Help students overcome the fear of public speaking and develop the confidence to present persuasively in front of any audience. Techniques for effective speech writing, delivery, and handling audience questions could be included.
Leadership and management skills: Teach the principles of effective leadership and management, including how to inspire teams, manage conflict, and lead projects to success. Interactive simulations and leadership challenges can provide practical experience.
Entrepreneurship fundamentals: Dive into the nuts and bolts of starting a business, from ideation and market research to creating a business plan. Interviews with successful entrepreneurs can offer students real-world insights.
Introduction to e-commerce: Show learners how to launch and grow an ecommerce business, covering choosing the right platform, e-commerce SEO, and mastering customer service online. Real-life success stories can significantly enhance learning.
Financial literacy and money management: Provide students with the knowledge to manage finances effectively, covering budgeting, investing, and financial planning for both personal and business contexts.
Introduction to public relations: Teach the basics of crafting and maintaining a positive public image for businesses, including press release writing, media relations, and crisis communication.
Event planning and management: Guide students through the process of organizing successful events, from conception to execution, including budgeting, venue selection, and marketing.
Introduction to freelancing: Offer insights into starting a freelance business, covering finding clients, setting rates, managing projects, and building a portfolio.

Thinkific online course example

Entrepreneurs on Fire , led by John Lee Dumas and Kate Erickson, has harnessed Thinkific to support entrepreneurs through their journey with courses like Podcasters’ Paradise, hosting a vibrant community of 3,000 students. Their strategic use of Thinkific’s features, from welcome videos to progress check-ins, has enhanced student engagement and provided valuable feedback for course improvement. Offering free courses like Your Big Idea has generated thousands of leads and bolstered their monthly revenue, demonstrating the power of online courses in growing their business and fostering a community of inspired entrepreneurs.

Unleash your inner artist with courses designed to spark creativity and enhance your aesthetic skills. Here’s a snapshot of courses tailored for the imaginative mind:

Introduction to graphic design: Start with the basics of design principles, color theory, typography, and layout. This course is perfect for beginners aiming to understand the foundational elements that make designs stand out.
Photography basics for beginners: Capture the world through your lens. Learn about camera settings, composition, lighting, and post-processing. Ideal for those looking to elevate their photography from snapshots to art.
Video editing for beginners: Dive into the techniques of cutting, transitioning, and adding effects to create compelling videos. This course introduces popular editing software and storytelling principles.
Music production basics: Explore the building blocks of music production, including beat-making, mixing, and mastering. Get hands-on experience with digital audio workstations to start producing your own tracks.
Digital illustration techniques: This course reveals the methods behind creating digital art using tablets and software. It covers everything from basic sketches to fully rendered illustrations.
Fashion styling and personal image: Explore the world of fashion styling, learning how to create looks that enhance personal image, understand body types, and keep up with current trends.
Interior design essentials: Transform spaces into aesthetic and functional environments. Learn about color schemes, furniture placement, and bringing a design concept to life.
Creative writing workshop: This workshop will unleash your imagination and refine your writing skills. It will cover storytelling techniques, character development, and crafting compelling narratives.

Dive into a world of self-improvement and well-being with courses designed to enhance your lifestyle, health, and personal productivity. Whether you’re looking to teach how to master time management, explore mindfulness, or learn a new language , there’s a course for every aspect of personal growth:

Time management and productivity hacks: This course teaches you to prioritize, organize, and execute your daily tasks more efficiently. It offers strategies to conquer procrastination and maximize productivity, making every moment count.
Mindfulness meditation practices: Discover the art of mindfulness and meditation to reduce stress, improve concentration, and enhance overall well-being. Suitable for beginners and seasoned practitioners alike.
Yoga and wellness coaching: Combine the physical benefits of yoga with wellness coaching to achieve a balanced lifestyle. This course covers yoga poses, breathing techniques, and personal wellness plans.
Healthy cooking and nutrition: Explore nutritious recipes and cooking techniques that promote a healthy lifestyle. Learn about meal planning, balanced diets, and making healthy eating a delicious habit.
Language learning crash course: Jumpstart your journey to learning a new language with practical tips, essential phrases, and cultural insights. Ideal for travelers or anyone looking to expand their linguistic skills.
Travel photography tips: Capture the beauty of your travels with professional photography tips. Learn about composition, lighting, and post-processing to bring your travel memories to life.
DIY home improvement projects: Tackle home projects with confidence. This course guides you through basic repairs, renovations, and decorating techniques to transform your living space.
Gardening for beginners: Cultivate your green thumb with tips on starting a garden, choosing plants, and maintaining your outdoor oasis.
Self-defense and martial arts: Empower yourself with self-defense techniques and martial arts fundamentals for safety and fitness.
Healthy living and stress management: Learn strategies to live a healthier lifestyle while effectively managing stress for a happier, more balanced life.
Parenting tips and strategies: Navigate parenting challenges with practical advice, from managing tantrums to fostering positive development.
Pet care and training: Ensure the well-being of your furry friends with guidance on care, nutrition, and behavior training.
Introduction to sustainable living: Embrace a more eco-friendly lifestyle with tips on reducing waste, conserving energy, and making sustainable choices.
Nature photography techniques: Master the art of capturing nature’s beauty with techniques suited for outdoor photography enthusiasts.
Culinary arts and gastronomy: Learn all about culinary arts, focusing on technique, flavor, and global cuisines for aspiring chefs and food lovers.
Holistic health and wellness: Explore a comprehensive approach to health that integrates physical, mental, and spiritual well-being.
Mindfulness-based stress reduction: Adopt mindfulness practices, such as guided meditations and mindful living strategies, to reduce stress and improve your quality of life.
Mastering public speaking: This course boosts confidence and public speaking skills with strategies for managing anxiety, crafting speeches, and engaging audiences, complemented by video practice assignments.
Productivity hacks for the modern professional: Improve time management and productivity through proven strategies, digital tools, and insights from highly productive individuals.
Building self-esteem for a fulfilling life: Address the roots of low self-esteem with exercises and strategies for positive self-perception, fostering a healthier, happier life.
Goal setting for success: Outline effective goal-setting techniques, from vision to execution, overcoming setbacks, and tracking progress towards personal and professional milestones.
Mindfulness for everyday living: Introduce practices to incorporate mindfulness into daily life, reducing stress and enhancing well-being through guided exercises and lifestyle adjustments.

Empowering individuals through financial education can lead to significant personal growth and stability:

Real estate investing 101: This course unpacks the basics of real estate, touching on market analysis, choosing properties, and understanding financing. Real-life success stories illuminate the path to investment success.
Mastering personal finance: From budgeting to saving, investing, and managing debt, this course provides the tools for financial stability. Features interactive budget planners and investment simulators for hands-on learning.
The side hustle success plan: Explore identifying and managing side hustles, integrating them with full-time work. Success stories inspire and guide learners through the process.
Cryptocurrency investing for beginners: Simplify cryptocurrency, covering essentials from blockchain basics to strategic investing, aimed at safe and informed participation in the crypto market.
Navigating the stock market: A beginner’s guide to the stock market, highlighting how to read trends, manage investments, and assess risks, fostering informed and strategic investment decisions.

Improving relationships through targeted courses can offer profound benefits to your students’ personal lives:

The art of modern dating: Tackle modern dating’s complexities, from navigating online platforms to effective communication and setting boundaries for safe, meaningful connections.
Family harmony: Improving relationships at home: Offer techniques for better communication, conflict resolution, and strengthening family ties, with practical activities for family members to engage in together.
Understanding attachment styles in relationships: Dive into how different attachment styles affect relationships, providing strategies for fostering secure connections, enhanced by real-life examples and expert insights.
Effective communication in partnerships: Focus on enhancing communication between partners, covering active listening, empathy, and resolving disagreements constructively.
Navigating parenthood together: Guide new or expecting parents through relationship challenges that present during parenting, emphasizing shared responsibilities and maintaining a strong partnership.

Online language course ideas

With globalization and the accessibility of international travel, language learning has never been more in demand:

Conversational Spanish for travelers: Equip travelers with practical Spanish for navigating common travel situations, emphasizing useful phrases and cultural tips.
Mandarin Chinese for business: Tailor content for professionals dealing with Chinese markets, focusing on business communication, cultural norms, and essential vocabulary.
Rare languages rediscovered: Revive interest in lesser-known languages, offering cultural and historical context alongside language lessons, promoting cultural heritage preservation.
French for culinary arts: Connect culinary professionals and enthusiasts with French cuisine through language, covering key culinary terms and phrases, menu reading, and ordering in French.
English for healthcare professionals: Support non-native English-speaking healthcare workers with medical terminology, patient interactions, and professional communication within English-speaking healthcare environments.

Music courses can attract a broad audience, from beginners who want to learn a new hobby to professionals seeking to refine their craft:

Guitar fundamentals: A beginner-friendly course focusing on chords, strumming, and simple songs, enriched with interactive play-along tracks for immersive learning.
Vocal training for all levels: Techniques to enhance vocal range and performance, including anatomy, breathing exercises, and practice routines suitable for every singer.
Advanced piano techniques: Dive into complex compositions, improvisation, and performance skills for those ready to elevate their piano playing.
Drumming from scratch: Introduce learners to the basics of drumming, covering rhythm patterns, kit setup, and practice drills to kickstart their percussion journey.
Music theory made easy: Decode the language of music, offering a foundational understanding of music theory, notation, and composition principles.
Ukulele in a month: A fast-paced course designed to get beginners strumming, playing chords, and performing full songs on the ukulele in just four weeks.
Electronic music production: Cover the basics of creating electronic music, from beat making and sampling to mixing and mastering using digital audio workstations.

James Testani, the founder of Good Guitarist , has transformed traditional guitar teaching into a global online school using Thinkific. His transition from one-on-one lessons to creating a comprehensive online learning experience allows students worldwide to discover guitar playing’s joy. From beginner to advanced levels, Good Guitarist offers structured courses, play-along songs, and lessons tailored to different skill sets, all made possible by Thinkific’s user-friendly platform. This hassle-free approach enables James to focus on delivering quality content, from strumming patterns to soloing techniques, ensuring students progress confidently at their own pace.

Science courses offer endless opportunities for engaging content that appeals to students and hobbyists alike:

Fun with physics: Explore physics through engaging experiments and everyday applications, making complex concepts accessible and enjoyable.
Mathematics uncovered: Strengthen math skills from algebra to calculus, emphasizing practical problem-solving and real-world applications.
Exploring the universe: An introduction to astronomy: Engage space enthusiasts with lessons on celestial phenomena, space missions, and stargazing techniques.
Biology basics: Dive into the building blocks of life, covering cell biology, genetics, and ecosystems through interactive content and virtual labs.
Chemistry in the kitchen: Merge science with everyday life by examining the chemical processes in cooking, making chemistry relatable and fun.
Environmental science for a sustainable future: Address global environmental challenges, sustainability practices, and the impact of human activity on the planet.
Robotics for beginners: Introduce the fundamentals of robotics, including design, programming, and real-world applications of robotic technology.

New Scientist used Thinkific Plus to launch the New Scientist Academy, expanding its repertoire into online education alongside its established science and technology content. The platform’s simplicity and scalability enabled a quick launch, enriching their mission to disseminate scientific knowledge. Leveraging Thinkific Plus’s customization options, New Scientist integrated its distinct branding into the course design, offering an immersive learning experience. With dedicated support from Thinkific, New Scientist Academy was successfully launched within just over three months, marking a significant milestone in its journey towards diversifying revenue through online learning.

The desire for physical well-being continues to drive interest in sports and fitness courses, catering to beginners and seasoned athletes alike:

Yoga for every body: Tailor yoga practice to diverse needs, promoting physical health and mental well-being with adaptable poses and mindfulness techniques.
High-intensity interval training (HIIT) at home: Maximize fitness gains with minimal equipment, focusing on short, intense workouts suitable for busy lifestyles.
Mastering the marathon: Comprehensive training advice for marathon runners, covering everything from beginner tips to advanced strategies.
Strength training essentials: Guide learners through building muscle, improving endurance, and proper weightlifting techniques for all fitness levels.
Zumba fitness party: Combine fun and fitness with a course on Zumba, teaching choreographed dances to energetic music for an invigorating workout.
Pilates for posture and flexibility: Focus on core strength, flexibility, and improving posture through Pilates exercises, suitable for all fitness levels.
Sports nutrition: Offer insights into optimizing nutrition for athletic performance, covering meal planning, hydration strategies, and supplements.

Jason Yee , leveraging his expertise as a former professional hockey player and kinesiologist, utilizes Thinkific to revolutionize how hockey players enhance their skills. Through his online coaching programs like Downhill Skating System and Train 2.0, Jason offers detailed analyses of NHL techniques and personal support, transforming players’ on-ice potential globally. Moving from WordPress to Thinkific, Jason found a seamless way to share training content, including video reviews and community feedback, significantly improving the learning experience for his clients. His pathway from free courses to paid memberships on Thinkific streamlines the learning process and effectively builds his client base.

Whether for budding chefs or home cooking enthusiasts, these courses blend culinary skill development with cultural exploration:

The art of baking bread: Dive into artisanal bread making, from sourdough to international varieties, with a focus on techniques and the science of baking.
Culinary techniques from around the world: Journey through global cuisines, teaching authentic recipes and culinary traditions from Italian to Japanese cooking.
Plant-based cooking for health: Address the demand for vegan and vegetarian diets with delicious, nutritious plant-based recipes and meal planning strategies.
Quick and healthy weeknight meals: Simplify mealtime with quick, nutritious recipes perfect for busy weeknights, including meal prep tips and kitchen hacks.
Mastering the grill: From meat to vegetables, teach the secrets of grilling, covering techniques, marinades, and recipes for the perfect barbecue.
Decadent desserts: Introduce learners to the art of dessert making, from classic pastries to contemporary sweet treats, focusing on techniques and presentation.
Fermentation at home: Explore the world of fermented foods, teaching the benefits and methods of fermenting everything from sourdough bread to kombucha.

Parenting is a journey that’s both rewarding and challenging. Equip yourself with strategies and insights to navigate this journey with courses designed for today’s caregivers:

Gentle sleep training methods: Learn techniques for fostering healthy sleep patterns in babies and toddlers, focusing on routines, sleep environments, and common sleep challenges.
Navigating potty training: A comprehensive guide to potty training, from recognizing signs of readiness to implementing effective training methods and staying positive through setbacks.
Mindful parenting: Integrate mindfulness into your parenting to improve communication, reduce stress, and deepen connections with your children.
Positive discipline strategies: Discover ways to guide behavior with empathy and respect, fostering self-discipline, responsibility, and problem-solving skills.
Raising digital natives: Equip parents with strategies to safely guide their children through the digital world, addressing screen time, online safety, and digital literacy.
Parenting through transitions: Offer support for managing life’s big changes, from welcoming a new sibling to moving homes or navigating parental separation.
Special needs parenting: Provide insights and resources for parents of children with special needs, covering advocacy, support networks, and fostering independence.

For those seeking inner peace and understanding, courses on religion and spirituality can provide meaningful insights and practices:

Introduction to meditation: Master various meditation techniques for enhancing focus, reducing stress, and cultivating self-awareness, suitable for all experience levels.
Exploring world religions: Gain an understanding of the world’s major religions, exploring their core beliefs, practices, and cultural impacts to foster greater empathy and understanding.
The journey to self-discovery: Merge spirituality with personal growth to explore your beliefs, values, and life purpose, facilitated by reflective and mindfulness practices.
Practicing mindfulness in daily life: Learn to integrate mindfulness into everyday activities to improve mental clarity, emotional balance, and overall well-being.
The power of gratitude: Discover the transformative effects of cultivating gratitude, including exercises and practices to make gratitude a daily habit.
Spiritual journaling for healing: Use journaling as a tool for spiritual exploration, healing, and expressing creativity, with prompts and practices for regular writing.
Chakras and energy work: Explore the chakra system and energy healing practices to balance and harmonize your physical and spiritual self.

Lifestyle courses offer practical advice and skills for enhancing everyday life in various domains:

The ultimate guide to pet care: Everything you need to know about selecting, caring for, and training your pets, ensuring their health and happiness.
Urban gardening 101: Transform limited spaces into lush gardens, learning about container gardening, hydroponics, and urban composting.
Mastering remote work: Maximize productivity and work-life balance while working remotely, including tips for creating effective routines and workspaces.
Sustainable living made simple: Practical steps for reducing waste, conserving energy, and living a more eco-friendly lifestyle.
Fitness and nutrition for busy people: Find ways to incorporate fitness and healthy eating into a hectic schedule, focusing on quick workouts and simple meal planning.
DIY home décor and organization: Create a beautiful, organized home on a budget, with projects ranging from simple decluttering to full room makeovers.
Travel hacking basics: Learn the art of travel hacking to save money, earn rewards, and travel smarter on a budget.

Stay ahead of the curve with courses on the latest in technology and innovation, designed to demystify complex topics and open up new realms of possibility:

Introduction to UX/UI design: Master the fundamentals of user experience and user interface design to create intuitive and attractive digital products.
Introduction to machine learning: Explore the basics of machine learning, from algorithms to real-world applications, and how it’s shaping the future.
Introduction to virtual reality: Dive into the world of VR, learning about its development, applications, and how to create immersive experiences.
Introduction to augmented reality: Discover how AR technology blends the digital and physical worlds and its potential in various industries.
Introduction to robotics: Understand the principles behind robotics, including design, programming, and real-world applications.
Introduction to quantum computing: Get to grips with the concepts of quantum computing and its implications for solving complex problems.
Introduction to cybersecurity essentials: Equip yourself with knowledge to protect against cyber threats, covering encryption, ethical hacking, and digital security.
Introduction to data science: Dive into data science, learning about data analysis, visualization, and how to extract meaningful insights from big data.

Supporting students’ academic achievements and tackling challenging subjects can be both rewarding and impactful. Here are courses designed to meet learners where they are in their educational journey:

SAT/ACT prep success: Equip students with the tools and knowledge for test-taking success, including strategies, comprehensive review materials, and practice tests.
STEM made easy: Simplify complex science, technology, engineering, and math concepts with engaging tutorials and interactive sessions for middle and high school students.
College essay writing workshop: Walk students through the process of crafting standout college application essays, from brainstorming to final edits.
Understanding literature: Dive into classic and contemporary works of literature, analyzing themes, characters, and historical context, to foster a deeper appreciation and critical thinking skills.
Advanced placement exam mastery: Offer intensive review sessions and strategies for tackling AP exams across various subjects, aiming to help students achieve high scores.
Language arts fundamentals: Strengthen students’ grasp of grammar, vocabulary, and writing skills, laying a solid foundation for effective communication and academic success.
Homework help and study skills: Provide strategies for efficient studying, time management, and tackling homework, tailored to individual learning styles and needs.

Schudio has harnessed Thinkific Plus to empower UK schools and educators, providing them with a powerful online platform for learning and communication. With SchudioTV and The Ability Bridge, they offer on-demand, specialized training for engaging with school communities and supporting students with Autism and special educational needs. Thinkific Plus was chosen for its flexibility, easy integration, and ability to create customized learning experiences across multiple sites. This approach has transformed how Schudio’s clients—over 500 schools—access training and resources, making education more inclusive and accessible.

Broadening the scope of online learning to include niche and unconventional topics opens up new avenues for exploration and skill acquisition:

Efficient trip planning for adventure seekers: Guide travelers through the nuances of planning memorable trips, including budgeting, choosing destinations, and safety considerations.
Project management for non-project managers: Demystify project management principles and tools for professionals stepping into project management roles without formal training.
Digital detox: Reclaiming focus in a distracted world: Offer strategies for reducing screen time, managing digital distractions, and improving digital well-being.
Creative writing for self-expression: Encourage students to explore their creativity through writing, covering fiction, poetry, and non-fiction, with prompts and feedback to hone their craft.
Fundamentals of personal branding online: Teach individuals how to build and maintain a strong personal brand on digital platforms, crucial for career advancement and online presence.
Introduction to home brewing: Learn all about the art and science of brewing beer at home, covering ingredients, equipment, and the brewing process for beginners.
Survival skills for the great outdoors: Equip adventurers with essential survival skills, including navigation, shelter building, and emergency preparedness, for confidence in the wilderness.

Creating your own online course can seem daunting, but with Thinkific, it’s a journey filled with discovery and success. Whether you’re looking to share your expertise in business, design, technology, or personal development, Thinkific provides an intuitive platform to bring your educational vision to life.

Here’s a brief guide on how to start:

Define your course goals: Outline what you want your students to learn. Setting clear objectives guides your content creation and helps you measure success.
Structure your content: Organize your course into modules and lessons that logically progress toward achieving the course goals. Thinkific’s flexible structure allows for a variety of content types, including videos, quizzes, and downloadable resources.
Engage with multimedia: With Thinkific, you can enrich your courses with multimedia elements to cater to different learning styles. From HD videos to interactive assignments, make learning dynamic and engaging.
Leverage Thinkific features: Use Thinkific’s comprehensive set of tools to enhance the learning experience. Features like quizzes, discussion forums, and certificates of completion can significantly boost student engagement and satisfaction.
Market your course: Thinkific offers built-in marketing tools to help you promote your course. Use coupons, email marketing, and affiliate programs to reach your target audience and drive enrollments.

Benefits of course creation on Thinkific

Course creators have harnessed Thinkific to reach thousands of students worldwide. By focusing on quality course content and leveraging Thinkific’s online course platform, they’ve seen remarkable benefits:

Increased engagement: Interactive content and community features on Thinkific lead to higher student engagement and completion rates.
Revenue growth: Premium pricing strategies and effective marketing tools on Thinkific enable course creators to significantly boost their earnings.
Scalability: With Thinkific’s scalable solutions, educators can grow their audience without compromising the quality of education.
Brand building: Thinkific’s customization options allow for a branded learning experience, helping educators establish their online presence.

Thinkific success stories

BankersHub® has leveraged Thinkific Plus to redefine financial services training, offering an all-access 12-month Passport membership that supports global financial institutions with the latest industry insights and trends. By choosing Thinkific Plus for its simplicity and scalability, BankersHub® successfully transitioned to online education, enhancing customer autonomy and engagement. Their platform, BankersCollegeTM, simplifies B2B selling and improves customer service through Thinkific Plus’s advanced features, demonstrating a commitment to staying at the forefront of financial education technology.

IntelyCare responded to the urgent educational needs during the COVID-19 pandemic by launching a free online certification course for nurses on Thinkific Plus. Reaching over 500,000 students across 30+ countries, the course’s success was amplified by social media sharing and the platform’s ability to support a large-scale rollout quickly. IntelyCare’s initiative showcases how Thinkific Plus facilitates rapid, impactful educational responses to global challenges, leveraging the platform’s robust integration capabilities and dedicated support.

Ellie Diop transformed her career setback into an opportunity by creating engaging, interactive online business courses with Thinkific Plus. Focusing on a branded and modular student experience, Ellie Talks Money Academy offers in-depth training with built-in accountability, resulting in higher completion rates and tangible outcomes for students. Her transition to Thinkific Plus enabled a more polished and effective delivery of content, emphasizing the platform’s ability to enhance the educator’s brand and student success.

Alacrity Canada

Alacrity Canada expanded its educational impact by opening its Digital Marketing Bootcamp to the public through Thinkific Plus, adapting to virtual delivery during the COVID-19 pandemic. Supporting over 6,000 students with diverse content types and interactive learning, Alacrity Academy illustrates Thinkific Plus’s flexibility and ease of use for delivering comprehensive digital marketing training. The platform’s capability to accommodate a wide range of educational materials has made it an ideal solution for Alacrity’s mission to support Canadian entrepreneurs in today’s digital landscape.

SuperHuman Academy

Jonathan Levi’s SuperHuman Academy on Thinkific exemplifies how premium online courses can elevate learning and memory skills for students worldwide. Since 2016, Jonathan has attracted over 120,000 learners to his 12 courses, focusing on productivity, lifestyle design, and personal finance. Leveraging Thinkific’s customizable platform, he’s enhanced course delivery with high-quality videos, interactive assignments, and branded content, setting his courses at a premium price to match their value. This strategic approach improved educational outcomes and allowed for creative marketing strategies, further expanding his reach.

The National Institute for Crime Prevention (NICP) quickly adapted to the challenges posed by COVID-19 by transitioning 64 hours of in-person Crime Prevention Through Environmental Design (CPTED) training to Thinkific Plus. This quick pivot, achieved in just over a month, expanded NICP’s global reach, maintaining its mission to educate law enforcement, architects, and city planners. With Thinkific Plus’s dedicated support and flexible platform, NICP seamlessly converted their expert onsite training into accessible online content, ensuring continuous learning amid global disruptions.

Latrina Walden

Latrina Walden Exam Solutions on Thinkific is a testament to the power of personalized and effective online education in the medical field. Since 2019, nearly 5,000 students have succeeded in their board exams thanks to Latrina’s engaging and comprehensive courses. With a focus on exceptional student experiences and a rapidly growing course library, Latrina leverages Thinkific’s user-friendly platform and supportive community to achieve remarkable growth, transitioning her passion for clinical education into a thriving online business that continues to expand its reach and impact.

Wallbreakers

Wallbreakers leverages Thinkific Plus to bridge the gap between recent computer science graduates and top tech companies looking for specific development skills. By offering specialized online certification courses, Wallbreakers prepares candidates to excel in the tech industry and ensures diversity in tech talent. The platform’s features, like reminder emails and analytics, have been instrumental in scaling their training programs, making it a strategic solution for both job seekers and employers aiming for excellence and inclusivity in the tech field.

Epoch Education

Epoch Education , a leader in diversity, equity, and inclusion (DEI) training, utilizes Thinkific Plus to extend its impactful DEI courses to a broader audience. Transitioning seamlessly to online education in response to COVID-19, they’ve enhanced their training delivery through engaging multimedia lessons, personalized content, and quizzes. With Thinkific Plus, Epoch Education has significantly widened its reach, offering over 50 in-depth courses that facilitate meaningful conversations and foster inclusivity in educational and corporate environments.

Online learning isn’t just about accessing information but unlocking potential. Through platforms like Thinkific, educators are empowered to share their unique insights and skills, while learners gain the flexibility to grow personally and professionally on their own terms. This article has journeyed through various online courses, from the foundational to the innovative, each designed to inspire and foster success.

Thinkific successes like Entrepreneurs on Fire and SuperHuman Academy illustrate the transformative impact of well-crafted courses. They demonstrate that online education can achieve remarkable outcomes with the right tools, a commitment to quality, and a focus on student success. Whether it’s enhancing career prospects, exploring new hobbies, or advancing technical skills, the potential is limitless.

If you’re contemplating sharing your expertise or advancing your knowledge, there’s never been a better time. Embrace the journey, harness the tools available, and see where this vast and vibrant world of online learning can take you. Learn more about creating online courses with our helpful guide, How to Make Online Learning Accessible: a Guide for Course Creators .

Stephanie is a content marketing expert with a passion for connecting the dots of strategy and content. She has worked with industry leaders including HubSpot, Oracle, Travel + Leisure, and Forbes.

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Integrating Online Assignments into your Course

Many types of assignments can be done online. Some options are outlined below as well as decision-making criteria for using online assignments in a course and course design questions to consider as you start to integrate online assignments into your course. By thinking about the reasons for using them and answering the design questions, you will be able to integrate these engaging tools in a meaningful way with the rest of your course.

What are some possible online assignments?

It is often difficult to imagine what kinds of assignments can be put online if you have never used technology in your teaching. Basically, technology can be used to put almost any assignment online. The key, though, is to have a clear rationale for doing so. Below are some examples of online assignments, but they certainly do not represent all of the possibilities.

Online discussions
Case studies
Online tests/quizzes
Practice exercises
Virtual tutorials or labs
Essays (submit online)
Online literature searches
Simulations

Decision-making criteria

Why should we put assignments online? As mentioned above, with the use of any tools or methods in our courses, there should be a clear pedagogical reason for using them. The following are some of the reasons for putting an assignment online.

Allow for new types of assignments. Some assignments simply cannot be done on paper. For example, you can have students work with a simulation (in two or three dimensions) to see what happens when they change one element. Or they can see full colour pictures or artwork to analyze or critique. Allow yourself to think beyond the limitations of paper-based assignments to create new ways to enhance your students’ learning.
Refocus classroom time. As with traditional assignments, you can have students cover content and do activities outside of class time so you can spend your in-class time in other ways. For example, students can engage in an online discussion and then be able to bring that knowledge to class for a more in-depth discussion. Or a pre-class quiz can highlight problem areas for you to focus on in your lecture. You may also be able to reduce inclass hours if your online activities are well-planned.
Allow for collaboration. Research has shown that one way to increase student learning is to promote collaboration where groups of students can interact with each other to solve a problem or discuss an issue together. Assignments which allow for such collaboration are often more effective at positively affecting student learning than individually-done assignments.
Encourage reluctant participants. Online assignments, particularly discussions, can allow even the most reluctant participants to join in a discussion. The online (often asynchronous) nature of such assignments gives students an opportunity to reflect and generate a response to a particular question – time not necessarily allowed in a face-to-face, synchronous discussion.
Accommodate different learning styles and levels. Beyond encouraging participation from reluctant students, online assignments can have a multi-modal design (i.e., graphics, text, audio, virtual hands-on activities) and, if designed appropriately, can also help students reach new learning levels or think more deeply or critically about a given concept.
Give instant feedback to students. One of the real benefits to students of online assignments is the possibility for instant feedback on their work. Many tools used to create such assignments can be configured to provide such feedback, instead of having students wait for assignments to be graded and returned. This way, they know immediately what concepts they need to work on, and which they already understand. This can also help instructors to identify unclear concepts or students who may need remedial assistance.
Archive course information. Online assignments also allow for an archive to be created of relevant course information and discussions. This information can be used by students at a later date while studying for a test/exam, or by the instructor to create a frequently asked questions page or to measure students’ understanding of key concepts.
Deliver online or distance education courses. If a course is being offered online or at a distance, then online assignments are a natural extension of this.
Provide students with transferable skills for other courses and in their careers. Some instructors are interested in integrating key skills into their courses that students can use in other courses or take out into the “real-world” upon completion of their degrees. If this is a goal for your courses, then providing some familiarity with certain technologies through the use of online assignments may be a good way to introduce students to skills they can use elsewhere.
Be environmentally friendly. Paperless assignments are a good way to save environmental resources.

Creating your own online assignment

Now that you have some ideas about possible assignments and have reviewed the decisionmaking criteria, you should answer the following questions to consider how to integrate your online assignment into your course.

Briefly describe the assignment. (Write 2-4 sentences)

Type of issue	Focusing questions
Goals/objectives	What do I most want students to learn from this assignment?
Contextual	Who are my students? Do they know how to use the technology I’ve chosen for my assignment? Do they have access to a computer?
Content	What about the assignment content or goal lends itself to being an online assignment?
Teaching methods	How do I need to teach so my students can do this online assignment?
Assessment	Why would I use an online assignment? How will I grade this assignment? What kind of feedback do I need to provide to the students on their completed work or work in progress?

Students may need a rationale for having online assignments to help foster their motivation. What will you say to “sell” the assignment to your students? (Write 3-5 sentences)

If you would like support applying these tips to your own teaching, CTE staff members are here to help. View the CTE Support page to find the most relevant staff member to contact.

Course design heuristic
Collaborative online learning
Learner-centered assessment
Designing multiple-choice questions
Types of assignments and tests
Using writing as a learning tool

For more assistance, please also feel free to contact the Centre for Teaching Excellence office and we will assist you or connect you with other resources.

This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Integrating Online Assignments Into Your Course. Centre for Teaching Excellence, University of Waterloo .

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Gen ed writes, writing across the disciplines at harvard college.

Types of Assignments

Gen Ed courses transcend disciplinary boundaries in a variety of ways, so the types of writing assignments that they include also often venture outside the traditional discipline-specific essays. You may encounter a wide variety of assignment types in Gen Ed, but most can be categorized into four general types:

Traditional academic assignments include the short essays or research papers most commonly associated with college-level assignments. Generally speaking, these kinds of assignments are "expository" in nature, i.e., they ask you to engage with ideas through evidence-base argument, written in formal prose. The majority of essays in Expos courses fall into this category of writing assignment types.
Less traditional academic assignments include elements of engagement in academia not normally encountered by undergraduates.
Traditional non-academic assignments include types of written communication that students are likely to encounter in real world situations.
Less traditional non-academic assignments are those that push the boundaries of typical ‘writing’ assignments and are likely to include some kind of creative or artistic component.

Examples and Resources

Traditional academic.

For most of us, these are the most familiar types of college-level writing assignments. While they are perhaps less common in Gen Ed than in departmental courses, there are still numerous examples we could examine.

Two illustrations of common types include:

Example 1: Short Essay Professor Michael Sandel asks the students in his Gen Ed course on Tech Ethics to write several short essays over the course of the semester in which they make an argument in response to the course readings. Because many students will never have written a philosophy-style paper, Professor Sandel offers students a number of resources—from a guide on writing in philosophy, to sample graded essays, to a list of logical fallacies—to keep in mind.

Example 2: Research Paper In Who Lives, Who Dies, Who Cares?, a Gen Ed course co-taught by multiple global health faculty members, students write a 12–15 page research paper on a biosocial analysis of a global health topic of their choosing for the final assignment. The assignment is broken up into two parts: (1) a proposal with annotated bibliography and (2) the final paper itself. The prompt clearly outlines the key qualities and features of a successful paper, which is especially useful for students who have not yet written a research paper in the sciences.

Less Traditional Academic

In Gen Ed, sometimes assignments ask students to engage in academic work that, while familiar to faculty, is beyond the scope of the typical undergraduate experience.

Here are a couple of examples from Gen Ed courses:

Example 1: Design a conference For the final project in her Gen Ed course, Global Feminisms, Professor Durba Mitra asks her students to imagine a dream conference in the style of the feminist conferences they studied in class. Students are asked to imagine conference panels and events, potential speakers or exhibitions, and advertising materials. While conferences are a normal occurrence for graduate students and professors, undergraduates are much less likely to be familiar with this part of academic life, and this kind of assignment might require more specific background and instructions as part of the prompt.

Example 2: Curate a museum exhibit In his Gen Ed class, Pyramid Schemes, Professor Peter Der Manuelian's final project offers students the option of designing a virtual museum exhibit . While exhibit curation can be a part of the academic life of an anthropologist or archaeologist, it's not often found in introductory undergraduate courses. In addition to selecting objects and creating a virtual exhibit layout, students also wrote an annotated bibliography as well as an exhibit introduction for potential visitors.

Traditional Non-academic

One of the goals of Gen Ed is to encourage students to engage with the world around them. Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate.

The following are several examples of such assignments:

Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy memo evaluating "a major initiative aimed at promoting democracy in the Middle East and North Africa (MENA)." The assignment prompt is actually structured as a memo, providing context for students who likely lack experience with the format. It also outlines the key characteristics of a good memo, and it provides extensive advice on the process—especially important when students are working in groups.

Example 2: Letter In Loss, Professor Kathleen Coleman asks students to write a letter of condolence . The letter has an unusual audience: a mother elephant who lost her calf. Since students may not have encountered this type of writing before, Professor Coleman also provides students with advice on process, pointing to some course readings that might be a good place to start. She also suggests a list of outside resources to help students get into the mindframe of addressing an elephant.

Example 3: Podcast Podcasts are becoming increasingly popular in Gen Ed classes, as they are in the real world. Though they're ultimately audio file outputs, they usually require writing and preparing a script ahead of time. For example, in Music from Earth, Professor Alex Rehding asks students to create a podcast in which they make an argument about a song studied in class. He usefully breaks up the assignments into two parts: (1) researching the song and preparing a script and (2) recording and making sonic choices about the presentation, offering students the opportunity to get feedback on the first part before moving onto the second.

Less Traditional Non-academic

These are the types of assignments that perhaps are less obviously "writing" assignments. They usually involve an artistic or otherwise creative component, but they also often include some kind of written introduction or artist statement related to the work.

The following are several examples from recently offered Gen Ed courses:

Example 1: Movie Professor Peter Der Manuelian offers students in his class, Pyramid Schemes, several options for the final project, one of which entails creating a 5–8 minute iMovie making an argument about one of the themes of the course. Because relatively few students have prior experience making films, the teaching staff provide students with a written guide to making an iMovie as well as ample opportunities for tech support. In addition to preparing a script as part of the production, students also submit both an annotated bibliography and an artist’s statement.

Example 2: Calligram In his course, Understanding Islam and Contemporary Muslim Societies, Professor Ali Asani asks students to browse through a provided list of resources about calligrams, which are an important traditional Islamic art form. Then they are required to "choose a concept or symbol associated with God in the Islamic tradition and attempt to represent it through a calligraphic design using the word Allah," in any medium they wish. Students also write a short explanation to accompany the design itself.

Example 3: Soundscape In Music from Earth, Professor Alex Rehding has students create a soundscape . The soundscape is an audio file which involves layering sounds from different sources to create a single piece responding to an assigned question (e.g. "What sounds are characteristic of your current geographical region?"). Early on, as part of the development of the soundscape, students submit an artist's statement that explains the plan for the soundscape, the significance of the sounds, and the intention of the work.

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Assignment Decoder

Fourteen Creative Assignment Ideas for the Online Classroom

April 10, 2024

In today's rapidly evolving world of higher education, online learning has become an integral part of the academic landscape. As institutions continue to embrace virtual classrooms, the need for innovative assignments that not only engage students but also address the growing concern of academic dishonesty has become increasingly vital. If instructors want to promote learning—true learning that fosters synthesis, critical thinking, and knowledge retention—assignments should necessitate students are actively engaging with the course material. This engagement may involve curating novel insights, synthesizing various sources, critically analyzing the content, or applying information in new contexts. Recognizing that learners’ time and attention are geared toward graded course assignments, it is essential that we embrace innovative assignment ideas that can foster critical thinking, analysis, engagement, and reflection.

The online classroom presents unique challenges when it comes to engaging students. While it offers unparalleled flexibility and accessibility, it also lacks the immediate interpersonal connection found in a traditional learning environment. Students who struggle to stay motivated, may disengage and have a lack of investment in their coursework. To counter this, educators must create assignments that capture students' interests, inspire critical thinking, and encourage active participation. Incorporating innovative assignments tailored to individual learning goals and preferences can help educators bridge the gap and create a more stimulating and inclusive learning experience.

Moreover, the rise of digital learning has led to increased opportunities for academic dishonesty. Traditional assignments, such as essays and exams, are particularly susceptible to plagiarism and cheating. As a result, educators need to think outside the box to develop assignments that limit the potential for dishonesty and provide meaningful learning experiences By adopting unique, experiential, and collaborative approaches to assignments, educators can cultivate a classroom environment where students are invested in their work and are less likely to resort to dishonest practices.

Innovative assignments can help mitigate the risk of academic dishonesty while providing students with valuable skills that extend beyond the confines of the classroom. These types of assignments encourage students to think critically, problem-solve, and work effectively in teams, which are essential skills for success in both their academic and professional lives. Furthermore, by giving students opportunities to explore their interests and apply their knowledge in real-world situations, innovative assignments can help foster a sense of ownership and pride in their work, ultimately boosting their motivation and dedication to learning. The following 14 assignment ideas provide unique opportunities for faculty to motivate and assess student learning:

Description: Students create short multimedia narratives, combining text, images, audio, and video to share a personal or researched story.
Sample directions: Create a 3–5 minute multimedia story based on a personal experience, or a researched topic related to the course. Use text, images, audio, and video to craft a compelling narrative.
Tools: Adobe Spark, WeVideo, or iMovie.
Learning objectives: Improve storytelling skills, enhance creativity, develop multimedia production abilities, and practice effective communication.
Description: Students virtually explore museums, historical sites, or scientific institutions and create a presentation or report reflecting on their experience.
Sample directions: Explore a designated virtual museum, historical site, or scientific institution and create a 10-slide presentation summarizing your experience and key takeaways.
Tools: Google Arts & Culture, VirtualFieldTrips.org, or Prezi.
Learning objectives: Expand cultural and subject matter knowledge, hone presentation skills, and improve critical thinking and reflection.
Description: Students research a topic and create an interactive infographic that effectively communicates complex information in a visually engaging manner.
Sample directions: Research a course-related topic and design an interactive infographic that presents complex information in an engaging and accessible manner.
Tools: Canva, Piktochart, or Visme.
Learning objectives: Develop visual communication skills, practice data analysis and interpretation, and enhance design abilities.
Description: Students produce a podcast episode on a course-related topic, requiring them to conduct research, develop a script, and record and edit their audio.
Sample directions: Produce a 10–15 minute podcast episode discussing a course-related issue, including background research, expert interviews, and your own analysis.
Tools: Audacity, GarageBand, or Anchor.
Learning objectives: Strengthen research and critical thinking skills, improve audio production abilities, and enhance communication and storytelling.
Description: Students work together to create a wiki on a specific subject, with each member contributing to the development of content, organization, and design.
Sample directions: Work in teams to create a comprehensive wiki on a specific subject within the course, with each member contributing to content, organization, and design.
Tools: Wikispaces, PBworks, or Google Sites.
Learning objectives: Build teamwork and collaboration skills, enhance content creation abilities, and practice information organization and presentation.
Description: Students develop and execute a social media campaign addressing a course-related issue, focusing on creating shareable content and engaging with their target audience.
Sample directions: Develop a week-long social media campaign addressing a course-related issue, creating content for three platforms (e.g., X, Instagram, and Facebook) and tracking engagement metrics.
Tools: Hootsuite, Canva, or Buffer.
Learning objectives: Develop digital marketing and communication skills, practice content creation, and analyze audience engagement.
Description: Students participate in a simulated experience, such as a mock trial, business negotiation, or diplomatic negotiation, to develop problem-solving and critical thinking skills.
Sample directions: Participate in a virtual mock trial, business negotiation, or diplomatic negotiation related to the course material. Prepare by researching your role, developing strategies, and collaborating with teammates.
Tools: Zoom breakout rooms, Discord, or Roll20.
Learning objectives: Enhance problem-solving and critical thinking skills, improve collaboration and communication, and gain practical experience in real-world scenarios.
Description: Students create a digital portfolio showcasing their course-related work, reflecting on their learning experiences, and demonstrating their growth and development.
Sample directions: Create a digital portfolio showcasing your course-related work, including reflections on your learning experiences and evidence of your growth and development.
Tools: Wix, WordPress, or Google Sites.
Learning objectives: Develop self-assessment and reflection skills, enhance digital literacy, and showcase personal and academic growth.
Description: Students engage in structured online debates on controversial topics, requiring them to research, articulate, and defend their positions while responding to opposing arguments.
Sample directions: Engage in a structured online debate on a controversial course topic, with assigned roles (proponent, opponent, moderator), and provide evidence-based arguments and rebuttals.
Tools: Zoom, Microsoft Teams, or Google Meet.
Learning objectives: Strengthen critical thinking and research skills, improve argumentation and persuasion abilities, and enhance communication and collaboration.
Description: Students create a series of blog or vlog posts on a course-related topic, reflecting on their learning process and engaging with their audience through comments and feedback.
Sample directions: Write or record a series of three blog or vlog posts on a course-related topic, reflecting on your learning process and responding to audience feedback in the comment section.
Tools: Blogger, WordPress, Loom, or YouTube.
Learning objectives: Improve written or verbal communication skills, develop content creation abilities, and practice self-reflection and audience engagement.
Description: Students become "experts" on a specific course topic and prepare a lesson, including multimedia elements, to teach their classmates in an online setting.
Sample directions: Choose a course topic, become an "expert" on the subject, and prepare a 20-minute multimedia lesson to teach your classmates in an online setting.
Tools: PowerPoint, Google Slides, or Prezi.
Learning objectives: Enhance subject matter expertise, develop teaching and presentation skills, and foster collaboration and peer learning.
Description: Students participate in a game-based learning activity, such as a digital scavenger hunt or escape room, that requires them to apply their knowledge to solve problems or complete challenges.
Sample directions: Participate in a digital scavenger hunt or escape room related to course material, solving problems and completing challenges within a set timeframe.
Tools: GooseChase, Breakout EDU, or Minecraft: Education Edition.
Learning objectives: Reinforce subject matter knowledge, improve problem-solving skills, and foster collaboration and engagement.
Description: Students collaborate with local organizations, virtually or in person, to address real-world issues and apply their course knowledge in a practical context.
Sample directions: Collaborate with a local organization to address a real-world issue related to the course, develop a project proposal, execute the project, and present your outcomes.
Tools: Zoom, Trello, or Slack.
Learning objectives: Apply course concepts to real-world situations, develop project management and collaboration skills, strengthen community engagement, and enhance problem-solving abilities.
Description: Students develop and present a webinar on a course-related topic, honing their public speaking, research, and presentation skills while engaging with a wider audience.
Sample directions: Develop a 30-minute webinar on a course-related topic, including a presentation, Q&A session, and audience engagement activities.
Tools: Zoom, Webex, or GoToWebinar.
Learning objectives: Strengthen public speaking and presentation skills, improve research, and content creation abilities, and engage with diverse audiences.

The need for innovative assignments in the online classroom for college students is undeniable. By embracing creative, engaging, and authentic assignments, educators can not only address the challenges of student engagement and academic dishonesty but also help students develop valuable skills and a lifelong passion for learning. As we continue to navigate the ever-changing landscape of higher education, educators are responsible for adapting and evolving to ensure that we provide our students with the best possible learning experience in the digital age.

About the Authors

Jean Mandernach, Ph.D. is executive director of the Center for Innovation in Research on Teaching at Grand Canyon University. Her research focuses on enhancing student learning experiences in the online classroom through innovative instructional and assessment strategies. She explores strategies for integrating efficient online instruction in a manner that maximizes student learning, satisfaction, and engagement. In addition, she has interests in innovative faculty development and evaluation models, teaching and learning analytics, emergent instructional technology, and faculty workload considerations. Mandernach is an active researcher, author, presenter, and consultant in the field of online education.

Morgan McNaughton, M.A., M.S., serves as a dedicated program manager at Grand Canyon University's Center for Innovation in Research on Teaching. Her research is centered around dynamic faculty development models, teaching and learning analytics, instructional technology, and cultivating a supportive adjunct faculty culture. With a wealth of experience in elevating student learning experiences in online classrooms, McNaughton has honed her expertise in implementing innovative and efficient program development strategies to help students and faculty alike.

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How to Use Low-Stakes Assignments to Bring Fun to the Online Classroom

using low-stakes assignments to engage students online

Elyse Adler is an Assistant Professor of Information Technology

In the online learning environment, it’s tempting to get right to the point and only give students the meat and potatoes, so to speak, of the material. Because online learning is so different from in-person instruction, we need to get creative in how we engage our students and how we structure assignments and activities. Keeping students engaged in the material is necessary to help them be successful in their course. Low-stakes assignments refers to those assignments that are completed for few to no points. How can we use these in the online classroom?

Low-Stakes Assignments Spur Student Engagement

It helps to give low-stakes assignments (such as discussions, quizzes, or small group activities) to engage students in active learning and application of the material. By getting students to interact with the material, you encourage them to use higher-level thinking skills, problem-solving skills, and communication skills within your topic. Often these activities do not come with high point values. The objective isn’t to get all the answers correct or present facts. Rather, it’s more important for the students to interact and engage with the lesson.

Utilizing the Discussion Board

I always enjoy having introductory discussion board threads during the first week of class. These are not worth any points. Instead they allow the students to introduce themselves to their peers and instructor in a conversational tone. I provide a few prompts and ask them to share a bit about their family, their interests/hobbies, and their major. This helps start conversation among students and helps them connect with their peers. Once classmates do not seem like strangers, class discussions and communication become more personal and make the class less intimidating. When the class becomes less intimidating and people in the class feel more real, students tend to want to work harder to be a part of the class and participate. This leads to stronger learning outcomes!

Using Discussions & Activities as Low-Stakes Assignments

When meeting live online with students, you can use many of the same participation-type discussions that you might use in person. Utilizing breakout rooms for small group discussions or activity completion helps to promote interaction. At the same time, the instructor can monitor the class and ensure that all students are participating. I use this style of low-stakes assignment to award either extra credit or participation points to my students, just like I would in the classroom. A key with this form of online interaction is to make sure the topic or activity is one that can be engaged in by all students. One of my favorites is to give a real-world scenario and ask students to use what we have learned in the course to solve a problem.

Using Creative Assignments

In my LMS, I provide three different opportunities for students to earn extra credit points for each module. Many students lack the motivation to complete reading assignments. Or maybe they struggle with concepts we might be studying on any given week. I use these low-stakes assignments to help students earn back some points and to explore the textbook on a deeper level. One of the assignments is always taken directly from the book (to encourage reading it). One is always creative. One is always a peer/group option. By allowing students to “choose their own activity” I have found that they are more likely to work on an extra assignment. This results in a greater and deeper understanding of the topic being studied. Plus, I can award some points to reward their efforts!

Additional Ideas for Low-Stakes Assignments

Most assignments in your course will probably be individual assignments that students complete on their own. This is necessary for assessment and evaluation of individual student learning. However, it is important to incorporate activities and discussions amongst students to foster collaboration and engagement. Both of these are necessary for successful student achievement. Some other examples of low-stakes assignments that you may want to use are:

Comprehension checks/quizzes
Class discussion—either live or in a discussion forum thread
Journal or reflection writing
Peer review of work

Whatever activities you choose for your low-stakes assignments, work to ensure they reinforce the course material. They should provide students the opportunity to use or reflect on what they have learned in a creative way or to a group of peers. Make sure students understand how many points the work is worth, but also be sure to explain how these assignments worth few or no points are benefiting their learning and reinforcing the higher-weighted work.

To get even more ideas for your online course, explore the recordings from our Empowered Educator sessions on Online Learning.

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Online Learning Activities

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How can activities support student learning online? The more that we can think about how online learning presents new opportunities for new learning situations, the more that we can design engaging teaching experiences for everyone.

Rethinking Online Assignments

Engaging online activities, balancing synchronous and asynchronous activities.

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Online Course Development: A Roadmap

Designing and developing an effective online course involves careful planning and intentional decision-making. People who are new to online learning are often surprised that, as opposed to a straightforward process of “putting a course online,” the new modality challenges educators to transform content, activities, and their approach to interacting with students.

Many factors influence the time that is required to develop an online course, including: the maturity of the course materials and assignments, the type of instructional activities, and the faculty member’s knowledge of online environments and tools.

Following is a suggested process for planning and developing of an online course.

Phase 1: Preparing for Course Design

Activities:.

Review course objectives to ensure they articulate the desired priorities and levels of student learning.
Review alignment of course objectives with instructional activities and assessments to identify gaps.

Deliverables :

First draft course map, including weekly topics, objectives and schedule for major course assignments

Phase 2: “Big Picture” Course Design

Activities :.

“Chunk” course into weekly modules (or other desired unit)
Articulate objectives for each module/unit
Determine how major assignments and assessment fit into course schedule
Consider how to translate typical course activities to maximize affordances of online environment and maximize student interaction
Determine overall strategies for content delivery, instructional activities, and assessment
Identify appropriate technologies and pursue required technical training
Develop a schedule for course development

Phase 3: Module Prototype

Determine structure of main menu and individual modules
Design & develop one full module, including examples of all content types to be developed, assignment instructions and module text
Evaluate prototype module and make any adjustments to course/module structure and project schedule.

Phase 4: Detailed Design and Development

Complete detailed course map that identifies all components to each module: existing content, content to be produced, assignments, assessment activities
Canvas components
Media Components
Assignment instructions
Assessments
Rubrics and/or performance criteria
Set up Grade Center
Set up timed release of materials, if desired
Develop student introduction activity

Phase 5: Preparing to Launch – Testing and Facilitation Planning

Test course components
Develop explanation of how the course “works,” communication expectations & guidelines, and ways to get help
Consider creating a welcome video and/or screencast course tour

Phase 6: Early Course Feedback

Gather early term student feedback and make adjustments as possible

Phase 7: Develop Plan for Course Revision

(end of first term)

Review student evaluations & feedback
Review student performance results
Identify revisions for second iteration

Online Education Blog of Touro University

Rubrics for Assignments in Online Courses

A rubric is one of the most popular grading and assessment tools.

Here are five benefits to having rubrics as a central part of an online course:

Goals – Due to the lack of external motivation in an asynchronous course, it is important for students to have established goals in order to remain motivated. A rubric explains exactly what their goals should be
Expectations – In addition to goals, students need to know what is expected of them. A clear rubric creates an understanding between the instructors and students and minimizes miscommunication between them.
Grading Consistency – Because online students are not communing in one classroom, some online courses may have larger enrollment numbers than their brick-and-mortar counterparts. Consequently, there may be more than one grader for any given assignment. A set rubric guarantees consistency and fairness for all students.
Detailed Feedback – A strong, objective based learning assignment should enable a student to know what concept areas he has mastered and where he needs to improve. Since a rubric outlines why a student received a specific grade, that personalized feedback can guide him to do better on the next assignment and in the course in general.
Online Discussions – A major component of most online courses is the discussion board. While it is meant to mimic the class and conversation of a traditional learning environment, it is also a graded assignment. Rubrics can reign in the subjective nature of a adding to a discussion board as well as grading it by providing guidelines for the students and the instructor.

Here are three great online resources to assist you in making rubrics for your online class:

RubiStar – This is a free online tool which allows you to customize rubrics for any course or assignment. It provides users with a general rubric which can be personalized through its easy-to-use user interface. Users can also select customized rubrics which were created by other instructors.
Rubrics for Online Course – This website, powered by Northern Arizona University, provides examples of rubrics which are specialized for online courses. These provide a fantastic framework for instructors when they are creating rubrics for their classes.
Blackboard Rubrics – This LMS allows instructors to create rubrics inside of the course and directly attach it to any assignment. Instead of attaching a rubric from a different source, such as a PDF, an instructor can fill out the rubric online while he is grading the assignment. The rubric is automatically shown to the student, all within the LMS, so that he knows where to improve. Blackboard also provides instructions and a tutorial explain how rubrics work and how to best use them in the LMS.

Reference herein to any specific commercial products, process, or service by trade name, trademark, manufacturer, or otherwise, does not constitute or imply an endorsement, recommendation, or favoring by Touro College.

Rubrics – More than Just Assessment by Dr. Renee Aitkin on Online Learning Consortium

Grading Rubrics and Online Assignments by Melissa Venable on OnlineCollege.org

Grading and Performance Rubrics by Carnegie Mellon University

The Harriet W. Sheridan Center for Teaching and Learning

Digital and online teaching.

Teaching Resources

Digital Learning and Design (DLD) produces a number of searchable guides to support faculty in their digital teaching.

Our course development guides will walk you through the basics of developing an online or hybrid course. They also detail how to use and customize the Canvas template we developed especially for online and hybrid courses.

Designing and Building Your Course in Canvas
Facilitating Your Course
Feedback and Grading
Course Design Worksheets and Canvas Templates

Higher Ed Gamma

Rethinking Your Assignments for Online Learning

By Michael Patrick Rutter and Steven Mintz

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Much of the advice about moving courses online is practical and straightforward:

Let your students know how to reach you and get help.
Be explicit about requirements and due dates.
Keep your presentations simple.
Integrate existing online resources into your class.
Identify and support struggling students.
Make sure students with disabilities are well served.

But this advice is largely about knowledge transmission. It’s not about student engagement and learning.

What can we do to advance and assess student learning?

Let me suggest some activities and assignments that work well in an online environment – that are easy to implement, do not boost your workload, and do-able by students with limited access to technology.

1. Engage students with surveys, polls, and quizzes. Frequent low-stakes assessments enhance student engagement and learning – and do not need to be done synchronously. Activities like survey, polls, and quizzes keep students focused and help you and them monitor their engagement and command of the course material.

2. Use the discussion board as more than a space to share opinions. Too often, online discussions are shallow and superficial, disconnected from the other facets of the course’s learning experience. To make these conversations more meaningful, consider using the boards for a variety of purposes:

As a space where students can brainstorm solutions to a problem or respond to a case study and address a hypothetical or take on a role.
As a space where students must succinctly critique an argument or reading or analyze an image, text, artifact, film clip, chart, or other item.
As a space where students reflect on what they have learned.

3. Have the students write a brief explanation of a key concept in the class or write an abstract of an article. One of the best ways to master a concept is to teach it or summarize it, and this activity requires students to demonstrate their command of a topic or a reading.

4. Ask students to identify, describe, and evaluate an online resource relevant to the class. Have the students locate a website, a database, an online simulation, or a recent news article that speaks to issues you are dealing with in the course. In the process, the students might alert you to a resource that you may wish to integrate into the class.

5. Have students write an op-ed essay, a policy brief, or a news article on a topic covered in the class. If one of our goals is to help novice learners emulate expert practice, give your students opportunities to engage in the kinds of authentic activities that professionals undertake.

6. Let students engage in data visualization and analysis. Ask your students to explicate and analyze a graph, a chart, or a diagram, or, alternatively have them visually represent or statistically analyze a data set or the results of a laboratory experiment.

7. Create a research methods scavenger hunt. One of my goals as an instructor is to improve my students’ research skills, and one way to do this is to create a “scavenger hunt,” which includes questions designed to familiarize students with a wide range of library resources. Here are some examples:

A letter written from Paris to a correspondent in London bears the date "Paris 9 juil. 1672." By fast post and packet, letters could reach London from Paris in two days. Yet the reply to this letter, written the day it was received, is dated, "London, July the first, 1672." How do you account for this?
Give the important historical meanings of the words "enthusiastic," "awful," and "blue stocking."
By 1902 how many articles or reviews dealing with Karl Marx could be found in British and American English-language periodicals?

The current crisis has changed the way we deliver our courses. It should also alter our instructional activities. We need assignments that can’t be completed with a Wikipedia or Google search, and that encourage immersion, engagement, and active processing of information. Our activities should involve research skills, weighing evidence and arguments, critical analysis, and application.

In creating your assignments, make sure that your students can complete the activity successfully regardless of their circumstances. That’s one reason why the assignments I have mentioned do not require collaboration.

Also, tightly align your activities with your learning objectives. Make sure that the assignment helps students solidify the knowledge and skills you want to cultivate. Additionally, share the rationale for the assignment with your students, who need to understand that the activity is not simply busywork.

Online assessments need not be confined to tests – which are problematic since they tempt online students to cheat. The kinds of assessments listed above have a different purpose: To have students engage and process the course material, encourage them to think critically, analytically, and independently, and apply their knowledge and skills in authentic contexts.

Steven Mintz is senior advisor to the President of Hunter College for student success and strategic initiatives

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Online Course Development Resources

Examples of module structures, by stacey m johnson , assistant director for educational technology, vanderbilt university center for teaching, cite this guide: johnson, s.m. (2020). examples of module structures . vanderbilt university course development resources. https://www.vanderbilt.edu/cdr/module1/examples-of-module-structures/.

Let’s look at a few examples of how to structure an online course module. There is no perfect module structure, and even when courses are designed and taught by the same person, they will typically use a somewhat different module structure based on the learning activities and objectives. It might help to see some examples of different modules just to get our mental gears turning.

Example 1: General Seminar / Discussion-Based Course Template

In a blog post from back in March when remote teaching first kicked off , I wrote about two module structures that might be useful for faculty teaching seminars and lectures. You can go back and read that post for more detail if you like. It includes step-by-step instructions and links to Brightspace guides that can help you actually build the modules. For now, let’s review the first structure from the post here.

To recreate the live, classroom discussion of a seminar, faculty might use a structured format like the one below. Consider in particular how long each activity will take. If your term is set up for students to spend 3-5 hours a week reading and preparing and 3 hours a week in class, make sure you don’t inadvertently create a much higher or lower workload online. (N.B.: it’s common for faculty to err on the side of too high a workload when first moving courses online. This kind of planning can help prevent that.)

Read / Intake , which might include:
assigned readings
pre- and post-reading activities
instructor-prepared lecture to provide context
Journal / Process , which might include:
submitting answers to post-reading prompts as an Assignment
a reading Quiz that asks processing questions
interacting with peers on an asynchronous text or video Discussion board
adding thoughts to an individual, private Discussion board journal
Discussion , which might include:
synchronous Zoom meeting
asynchronous Discussion
an external tool like Flipgrid for asynchronous video Discussions or Hypothes.is for social annotation of texts
if you are teaching a hybrid course, this might be where your live f2f meetings take place

If this format seems like it might work for you… but there are other elements you typically include in your f2f classes and were hoping to also have online, how can you adapt this model to your needs? Perhaps a 4th step in the module for demonstrating knowledge and skill? Or maybe your course has a presentational element and students will need to create and share their own video or audio presentations? This simple format has a lot of room to adapt, add on, and make it yours.

Example 2: General Lecture / Large Course Template

Drawing again from that March blog post, let’s look at a general template for a weekly lecture module.

To recreate the live presentations of a lecture, faculty might use a structured format like the one below. Consider in particular how long each activity will take. If your term is set up for students to spend 3-5 hours a week reading and preparing and 3 hours a week in class, make sure you don’t inadvertently create a much higher or lower workload online. (N.B.: it’s common for faculty to err on the side of too high a workload when first moving courses online. This kind of planning can help prevent that.)

Lecture / Intake , which might include:
lecture videos through Kaltura
assigned readings from textbook or created on Brightspace
open educational resources (OER) created by experts
Homework / Processing , which might include:
problem sets from textbook’s self-grading online platform
a Quiz with unlimited attempts
pen and paper problems scanned and submitted as an Assignment
posting answers on a small group discussion board to compare answers and arrive at a consensus with peers
Q&A Sessions , which might include:
asynchronous, limited time Discussion
synchronous Chat
webcam video responses by prof or TA to anonymous questions submitted by students on the Discussion board

How might you modify this template to include elements you typically include in your classes?

Example 3: Compressed Summer Course Template

Nathan Hall, a faculty member at Douglas College in Vancouver, British Columbia, recently posted on Twitter about his module structure for his 4 week summer course. His course “meets” 3 hours a day and 4 days a week with a mix of asynchronous and synchronous activities. He wanted to make sure each day included a mix of useful learning activities that were predictable enough to create a clear learning path. Here is his visual representation of his module structure (shared with permission):

Step 1: Students watch and interact with short recorded lessons on Edpuzzle before coming to class. (Asynchronous – 45 minutes total)

Step 2: Students do controlled practice activities on their own based on what they learned in the recorded lessons before coming to class. This is self-marked. (Asynchronous – 45 minutes total)

Step 3: Students attend a live lesson with the instructor where they practice in pairs and groups. (Synchronous – 1 hour)

Step 4: Students work independently in a breakout room on a writing project. The instructor visits each student to provide live support. (Synchronous – 30 minutes)

Step 5: Students do homework outside of class. (Asynchronous)

How might you modify this template to include elements you typically include in your f2f classes?

On your own paper or using an digital tool like Microsoft Word or Canva, create a visualization of your course structure like the ones above. Make sure to include an estimate of how much times each step should take. This Word document (click here to download: ) contains two options for such a visualization, a table and Smart Art. Feel free to use our template as an editable starting place for sketching out your own online course module structure.

Share your tentative module structure with a colleague or friend to get feedback. What questions did they have? What feedback did they provide?

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Discussions in Online Courses: Best Practices and Expectations

Details on discussions in online courses at EP, including benefits, best practices and examples for effective discussions, facilitating discussions, grading, recommended technologies, and more.

This page is also available as a DOCX file. Click the link below to download the file.

Discussions in Online Courses: Best Practices and Expectations (DOCX)

The purpose of using discussions in an online course is to provide opportunities for students to interact with each other, the content, and the instructor. A discussion forum is a communication tool for dialogue in an online course. They can be initiated with a structured post and categorized along a message thread. Like in the face-to-face classroom, discussions can occur between any number of participants who either contribute informally or towards a grade in an online course. Discussions in online courses are primarily asynchronous, and participation is most often virtual.

This page provides details on discussions in online courses at EP, including:

Benefits of discussions ,
Best practices and examples for effective discussions ,
Facilitating discussions ,
Grading discussions ,
Recommended technologies
Top five tips for effective online discussions , and
Sample discussion rubric

Benefits of Discussions

Discussions, when crafted and facilitated well, invoke higher-order thinking. Higher-order thinking skills go beyond basic observation of facts and memorization. They require distinguishing fact from fiction, synthesizing and evaluating information, clearly communicating, solving problems, and discovering truths. In discussion forums with higher-order prompts, the learner is an active processor of information. The learner is broadly engaged in deepening their understanding of the content and elaborating upon and interpreting information.

Discussions are beneficial because they can:

Promote interaction between students within a learning community,
Supplement content delivery,
Offer opportunities to apply knowledge in a practical and meaningful way,
Foster collaborative learning that adds a rich dimension to learning,
Provide opportunities for in-depth, thoughtful reflection and responses, and
Develop analytical skills and critical thinking skills.

Best Practices for Effective Discussions

The reality is, even with interesting discussion prompts, the same old routine can become tiresome to instructors and students alike. What we want to avoid is for discussions to feel like busywork. Therefore, it’s important to understand the best practices that enhance the effectiveness of discussion forums. See Appendix A for tips on how to facilitate discussion forums.

Some best practices follow:

Discussions should be evaluative, creative, and innovative. For example, instructors may use a discussion forum as a way for students to post and evaluate course projects, products, or presentations. In this way, the discussion forum becomes a mechanism for peer-to-peer evaluation of course products, which is beneficial to the creator and the evaluator. Discussions can also be a way to extend course projects whereby students post deliverables and use a structured commenting method (I.e., 3C+Q) throughout the term (Butcher et al., 2021) .
Discussions should model civil and constructive disagreement as a means of intellectual progress. For example, an instructor may use a discussion forum as a space to debate the ethical issues of software engineering, such as algorithmic bias. Students may be provided different roles or stances through the debate to encourage civil discourse.
Discussions should connect to the learning material and provide a means to apply the learning. For example, in a data science class, a group discussion can be used to post initial responses to problems, and students peer-evaluate and provide feedback to these responses (Butcher et al., 2021). In this way, the discussion area is relevant to the learning, provides a chance to collaborate, and encourages exploration of ideas.
Discussions should support the learning objectives. For example, discussions may not need to be a major source of interaction in a course. Other forms of interaction, such as collaborative group work on projects or assignments may better align to the learning objectives. Instructors should consider a variety of strategies to enable high-quality interaction in their course.

Facilitating Discussions

There are different expectations based on the roles within discussions in online courses. Students are active participants in the discussions, providing insights on their understanding of the course content and sharing ideas with one another. Instructors provide the parameters for interactions such as deadlines, frequency, and how discussions are evaluated. See Appendix A for tips on how to facilitate discussion forums.

The focus for instructors is to create opportunities for and encourage the continuation of peer-to-peer interactions. Instructors are expected to facilitate and guide the discussion in the right direction. A good guideline is that an instructor should foster but not dominate the discussion. Students interact more fluidly when the instructor isn’t excessively present (Blackmon, 2012). This approach does not mean that instructors should remove themselves entirely from discussion. Instructor presence is helpful for clarification of ideas and highly correlates to students’ motivation to learn, participation, and overall success and retention in the course (Hambacher, Ginn & Slater, 2018; Richardson et al., 2015).

Instructors are managers of discussions. Instructors are responsible for managing and guiding the discussions by ensuring that the tone and content is appropriate, and by providing feedback and grading on discussion posts, when appropriate. Discussions are a great place to provide extended learning resources and expand on the course content. Studies have shown that too many discussions in a course may lead to a lack of participation (Blackmon, 2012), so it is important to be judicious in the types and frequency of discussions. See Appendix B for recommended tools to facilitate and manage discussions.

Grading Discussions

Using rubrics to grade discussions..

Discussion expectations and criteria should be established and communicated to students early in the course. Create a rubric that clarifies both the quantitative and qualitative expectations for student participation in the discussion forums. Rubrics can be simple or complex depending on the discussion criteria.

Quality and quantity.

The rubric should include guidance on the quality and length of posts. The quality of students’ posts can be determined by evidence of higher-order thinking skills such as critical thinking, analysis, the strength of argument, application, and synthesis of concepts. The quantity of posts can be determined by the instructor. The most common method is to require students to post an initial reply followed by one or two responses to peers. To make these responses and replies meaningful, instructors can implement a framework by which students can follow.

Student interactions.

Engagement can be graded by the frequency and quality of interactions with classmates and can be enhanced by frameworks such as the 3CQ to help students learn to advance discussions. In the 3C+Q models, the student reply must include a compliment, a comment, a connection (3C), and a question (Q).

See Appendix B for an example of a rubric for grading discussions.

Recommended Technologies

Canvas Discussions

The discussion tool in Canvas is a common way to manage and facilitate discussions. Students can post and respond to threads. Instructors can require students to post before seeing other posts. Instructors can easily manage the quality and quantity of discussions and post grades to the gradebook using SpeedGrader .

Microsoft Teams

Microsoft Teams is a collaboration tool that is part of the Office 365 suite of services provided by JHU. Teams enables local and remote students, faculty, and staff to chat and work together in real and near-real time. It is fully integrated with Office 365 as well as native Microsoft Office applications.

With Teams, you get instant access to everything needed for collaboration including content, tools, people, conversations, and built-in access to OneNote, OneDrive, and Microsoft Office apps.

Signing Into Microsoft Teams
Viewing Teams
Creating and Joining Teams
More Information About Using Teams At Hopkins

VoiceThread

A VoiceThread is a collaborative, interactive, multimedia slide show that holds images, documents, and videos. It allows people to navigate through the pages and leave comments in different ways: using voice (with a microphone or telephone), text, or video (via a webcam). VoiceThread has two distinct advantages for classes that are communicating and collaborating across counties, countries, or continents:

VoiceThread is Asynchronous: That means that users can work on and enjoy VoiceThread presentations at any time—even if their classmates are sleeping across the country. VoiceThread will allow you to play back recorded comments in the order they were left by other, allowing you to watch the entire conversation unfold, in a short amount of time, even if the comments were recorded hours apart.
VoiceThread is Engaging: Sometimes working with partners or writing responses on a traditional discussion board can be a little dry. After all, email and discussion boards are nothing more than written text. VoiceThread gives users visual stimulus to talk about and has the distinct advantage of being able to hear one another speak. This makes digital communication through VoiceThread much more personal.

Top Five Tips for Effective Online Discussions

Consider using a real student example from a previous term (with permission and name withheld).
Provide examples of products if required for the activity.
Jigsaw prompts : Students are organized into “jigsaw” groups. Each student is assigned content then reorganized into “expert” groups containing one member from each jigsaw group. The “expert” group works together to organize and present information.
Snowball prompts : Discussions begin in pairs, responding to a discussion question only with a single partner, then join another pair to continue the discussion until the entire class is joined in one large discussion.
Compliment: I appreciate that….
Comment: I agree with that… I disagree because….
Connection: I also thought….
Question: I wonder why….
Provide students opportunities to moderate the discussions with instructor guidance.
Students select one week in which they would like to moderate the discussion.
Instructor facilitates for the first few weeks, modeling the role that students would later assume.
Provide moderators guidance on best-practice strategies for focusing, maintaining, and extending discussions or use techniques of their choosing.
Group students into subsections of six to eight students.
Create a separate but parallel discussion forum for each subsection.
Assign each group a unique or conflicting perspective.
First responder/initiator: initiates the conversation, provides guidelines, facilitates
Connector: ensures structure of discussions and connects ideas
Synthesizer: summarizes the main points, addresses misconceptions to provide clarity, and highlights concepts that were overlooked in the discussions.

Sample Discussion Rubric

From 635.483: E-Business: Models, Architecture, Technology, and Infrastructure

There are Discussion Questions in every module of the course. Refer to the specific module for instructions regarding each Discussion Question.

You are required to provide a Discussion Question Response and respond to at least two classmates’ threads by the end of each module . To facilitate this, it is recommended that you post your response to the prompt by Day 5 of the module to give your classmates enough time to respond to your post by the end of the module.

You will submit each discussion by clicking the Module # Discussion located in the specific module. This will then take you to the discussion forum. Each student is expected to create his or her OWN THREAD.

Please use the following for naming the threads: ‘lastname.title of post’ (your discretion).

You are also expected to respond to other students’ threads. While responding to your classmates’ discussion points, make sure to analyze and compare their thoughts with yours. It would be a good practice to brainstorm some technical innovations that would be required for the classmate’s predictions or vision to come true.

Plagiarism is defined as taking the words, ideas, or thoughts of another and representing them as one’s own. If you use the ideas of another, provide a complete citation in the source work; if you use the words of another, present the words in the correct quotation notation (indentation or enclosed in quotation marks, as appropriate) and include a complete citation to the source.

Discussion Grading Rubric

This rubric assumes the student expresses opinions and ideas in a clear and concise manner, using normal and reasonable spelling and grammar, with minimal error. Posts not meeting this standard will have the grade adjusted downward as appropriate.

Contributes little or no new ideas. Shows very little no grasp of the discussion topic. Mostly agrees or asks questions.

0 points

Contributes several new ideas. Postings contain some rehashing or summary of other postings. Seems to grasp discussion.

2 points

Posts offer excellent depth and insight, and some new ideas. Shows an outstanding understanding of the discussion topic.

4 points

Posts only to one classmate’s thread and does not create own thread.

0 points

Posts only to own thread.

1 point

Posts to at least 2 classmates’ threads and creates own thread.

3 points

Does not make a post or makes one post that is late.

0 points

Only makes one post to the discussion or makes two posts and at least one is late.

1 point

Makes three posts for the discussion or makes four posts and at least one is late.

3 points

Student Role

Threads should have unique titles – include your name.
Post early and often, three or more times for a maximal score – quality and quantity are both important.
If you are working for an A in the course, then you should aim for a discussion average of 9.
If you are working for a B in the course, then you should aim for a discussion average of 5.


10	A truly excellent set of posts in all respects. Students posted early and often with three or more detailed insightful posts, including responses to at least two classmates’ threads plus their own, and making a significant and timely contribution to the discussion.
9	Good, reasonable, timely set of three or more postings, including responses to at least two classmates’ threads plus their own. Postings demonstrate some depth an insight and grasp of the topic. This is a very good discussion contribution.
6	Good, reasonable, timely set of two postings with responses to one classmate’s thread, but postings contribute few new ideas: rehashing or summarizing others. May overly rely on questions. A minimal contribution.
3	Makes two minimal posts in response to another thread. Does not create own thread.
0	No posting at all to discussion or makes one very minimal posting to a classmate’s thread.

Instructor Role

As stated above in the grading rubric, I will be providing feedback on the quality of your response to the original discussion question. I will not be responding to each post in the discussion forum but please know I am reading and keeping an eye for the direction the discussion is taking. If needed, I may provide some expertise to help guide the discussion.

Afify, M. K. (2019). The influence of group size in the asynchronous online discussions on the development of critical thinking skills, and on improving students’ performance in online discussion forum. International Journal of Emerging Technologies in Learning, 14(5), 132-152

Blackmon, Stephanie. (2012). Outcomes of Chat and Discussion Board Use in Online Learning: A Research Synthesis. Journal of Educators Online. 9. 10.9743/JEO.2012.2.4.

Butcher, S., Buchanan, B., Owuor, J., & Magruder, E. O. (n.d.). Effective Discussions in Online Courses [Video]. https://facultyforward.jhu.edu/faculty-forward-webinar-archives/

Dailey-Hebert, A. (2018). Maximizing interactivity in online learning: Moving beyond discussion boards. Journal of Educators Online, 15(3), 65-90.

Hambacher, E., Ginn, K. & Slater, K. (2018). Letting students lead: Preservice teachers’ experiences of learning in online discussions. Journal of Digital Learning in Teacher Education, 34(3), 151-165 doi: 10.1080/21532974.2018.1453893

Oztok, M. (2016). Reconceptualizing the pedagogical value of student facilitation. Interactive Learning Environments, 24(1), 85-95.

Richardson, J. C., Koehler, A. A., Besser, E. D., Caskurlu, S., Lim, J., & Mueller, C. M. (2015). Conceptualizing and investigating instructor presence in online learning environments. The International Review of Research in Open and Distributed Learning, 16(3). https://doi.org/10.19173/irrodl.v16i3.2123

Smith, T. W. (2019). Making the Most of Online Discussion: A Retrospective Analysis. International Journal of Teaching and Learning in Higher Education, 31(1), 21-31.

Swartzwelder, K., Murphy, J., & Murphy, G. (2019). The impact of text-based and video discussions on student engagement and interactivity in an online course. The Journal of Educators Online, 16(1)

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110 online course ideas (with real-life examples for inspiration).

With the rise of elearning options, it's only natural to be curious about getting into the game. Teaching online is a great way to earn some extra cash for sharing your unique skills and passions.

But, like any business, you can’t just up and start an online course without an idea. With that in mind, we’ve put together a colossal list of 110 online course ideas to give you inspiration. They’re split into industries and accompanied by a real-life success story to give you further context.

The Golden Age Of Online Learning

The COVID-19 pandemic and the digital shift that followed revolutionised both the way that companies do business and the way customers expect to do business. This, along with technological advancements, led to virtual solutions like ecommerce solutions , webinars replacing in-person events, and a rise in online learning.

The flexibility and learning possibilities that have emerged from necessity are likely to shift the expectations of students and educators, diminishing further the line between classroom-based instruction and virtual learning.”

— Online Education in the Post-COVID era, in Nature Electronics (2021).

Luckily, there are benefits to online learning (also called ‘elearning’) that make it an effective alternative—and often a viable replacement—for in-person education.

Benefits of Online Learning

Flexibility: Need to juggle study with full-time work? Prefer to work late at night than early in the morning? By learning online, students can work through lesson plans at their own pace and control their own schedule.

Time Management: elearning is a great way to practice and improve time management and scheduling skills. These are important abilities that employers of any shape and size value in the workplace.

Improve career prospects: Got a job and want to learn new skills? Or looking to learn a few new things to really make your portfolio pop? Online courses offer a path to higher-paying jobs and career advancements.

Lower costs: Studying an online course is much cheaper than traditional courses or tertiary education. Everything is included in the single fee, so you don’t have to worry about things like admin fees and ultra expensive textbooks.

More choice: Whether you want to learn digital marketing, graphic design or how to write an award-winning movie, there’s an online course for every topic.

Grow your network: If you’ve signed up to a course for a specific niche, you’ll be with a cohort of like-minded people with similar interests/goals. It’s a great way to grow your professional network (or make new friends).

Not just for work: Courses don’t just have to be about leveling up work-related skills. It can also be a great way to pick up new hobbies and meet people online.

Try to think about these benefits when thinking about your own online course. Brainstorm how you can leverage these to give your students the best possible offering.

“Studying online has obvious practical advantages for those who are time poor, who are juggling work, personal lives and study. Online learning gives students greater flexibility to choose when, where and how they study.”

— David Seignior, Learning Designer at the University of Melbourne . “

These benefits have led to a greater demand in high-quality, elearning solutions, making it a great time to build an online course of your own.

How To Create An Online Course

Becoming an online course creator isn’t as simple as putting together a presentation , recording a video and uploading it to your website. But with some forethought, organisation, and a bit of work, you can be on your way in no time.

Here’s a quick rundown of the steps you’ll need to take to start your online course.

1. Identify your niche

The first step is to identify a subject that you specialise in—this could be anything from personal training to running a bakery . Whatever niche you settle on, the key is to be both passionate and knowledgeable about it.

To questions to consider:

What do you want to teach?
What do you know that others may want to learn?

It goes without saying, but you can't fake this. Your audience will be able to tell if you’re just mailing it in, or regurgitating other people’s information for your own benefit.

Moreover, teaching a class you aren't interested in won't be a lot of fun for you, either. Both parties will benefit from instructors investing some time in discovering what particular class they are best suited to teach.

2. Gauge interest

It’s important to make sure there’s an interested audience before you get too deep into course planning. If people aren't interested in your course, it's better to know early so you can pivot.

A great way to gauge interest is to make a landing page . This will allow you to give an overview of your course, explain what people will learn, and ultimately collect sign-ups from interested parties.

With Paperform , you can create stunning, feature-rich landing pages for any course, all in our easy to navigate editor. Plus, once you've got your course up and running, you can use that same digital Swiss Army Knife of tools to create forms, surveys, quizzes and more to keep your students engaged.

While you may not have started creating your materials yet, try to include any information that will encourage your target audience to sign up. Include a clear call-to-action for folks to sign up, register their interest or even offer ‘early bird’ deals for people willing to purchase.

Based on the response you get you’ll be able to find out whether your online course idea has legs or not. With some luck you’ll have a few sign-ups and new additions to your email list that you can leverage for marketing outreach.

Form a better life now.

3. research your subject.

Once you’ve settled on your course topic, it’s important to research not only what you will teach, but also what courses are already available on the topic. Think about what type of things people want to know about the subject, and what gaps you can fill.

Now is also a good time to do some keyword research. This gives you an idea of subcategories that you can explore within your niche, as well as what kind of questions people commonly have about the topic.

For example, let’s say you’re running an online blogging course. You may find that alongside the overarching subject of “how to blog”, people search for writing tips, how to build a website and a crash-course in SEO.

Look out for different angles and use them to provide maximum value with your course. Just try not to stretch your skill-base too much—there’s a difference between a broad scope and trying to do too much.

market research survey

4. outline the course structure.

When you’ve collected all the information on the topic (and written down unique insights of your own) it’s time to develop what, in the biz, they call a curriculum. This is a concrete plan of the lessons you’ll provide and topics you’ll cover.

To make a curriculum, break down the broad topic into smaller sub-topics you want to cover, then create individual lessons for each one. Every lesson should have a clear outline and objective. For example, if you are teaching a cooking course, your curriculum may include lessons on how to properly chop vegetables one week, and how to make a pan sauce the next.

It’s a good idea to supplement each lesson with a collection of relevant resources, whether that is books, articles, YouTube videos, or your own additional content people can explore for further learning.

Assignments, activities and worksheets are useful tools to use to ensure students are engaging with what you’re teaching. Many successful courses use these after completion of a set of sub-topics, or at the end of the overall course.

5. Create your course content

Once you've done your research and planning, it's time to actually make your course. Many teachers split course content between written and video content, but you can also use things like podcasts or live webinars.

The beauty of online courses is that you don’t need any crazy equipment. You can write your content in Google Docs, use free screen recording software like Loom to record videos.

Paperform is a great, multi-puprose tool for educators. The interface is intuitive yet powerful, and can be used to make everything from one-page websites for presentations, quizzes, registration forms , to payment portals, to virtual escape rooms . Plus, with over 650+ unique and fully customisable templates to choose from, you can be sure you'll find something that works with your unique course.

6. Get your course online (and start making some cash)

Time to figure out what kind of online course you want to run. Will you go with a hybrid model? Hold weekly meetings on Zoom? Host your content on an online course platform like Teachable or Udemy, or build your own website?

There are plenty of tools to support your course online. Website builders like WordPress or Wix offer the features you’ll need, and many digital product solutions like Podia and Thinkific have started popping up recently as well.

You could also use Paperform for online course creation. Within the versatile platform you can manage your students, accept payments (including subscriptions ), send class summaries and results, as well as run assessments or interactive quizzes —all from the one place.

Want to hold one-on-one consultations? Just connect your calendar and invite students to book a slot. Need to share downloadable PDFs, grade students and connect with tools like Notion or Google Sheets? You can do all that and more with Paperform’s app ecosystem.

course registration form

110 profitable online course ideas to inspire you.

No online course ideas turn into gold overnight. Even the top-earning online course creators had to work their tails off for years before achieving their desired results. But, there are a lot of people that have found resounding success.

Why not you, too? We’ve curated a list of more than a hundred online course ideas to inspire you to find (or create) the course you want to teach.

We’ve split these into different niches and included real-life examples where possible for a bit of additional motivation.

Health & wellness courses

Health and wellness online courses have always been in high demand. However, as more people get interested in gym alternatives, there has been a surge in interest when it comes to health and wellness initiatives that can be done from the comfort of your own home.

While many personal trainers and wellness instructors offer face-to-face online classes, there has been a lag when it comes to online teaching. This leaves a gap for online course creators interested in topics like cooking, working out, or wellness coaching.

Before you start planning your health and wellness course, consider that many fitness-related courses require certification. For example, you may need to be a certified gym instructor or a yoga studio instructor to give certain advice.

Potential health and wellness course topic ideas:

Kettlebell (or any weights) for beginners
Performing CPR at home and in the workplace
All-natural detox guide
Introduction to HIIT training
Wellness retreat for remote workers
Preparing for your first marathon
How to manage your mental health during COVID-19
Taking care of a child with special needs
Crystal healing for skeptics
Life transformation with better sleeping patterns

A health and wellness course success story:

Elizabeth Rider’s journey to full-time online health coaching wasn’t linear. Her college degree in mathematics prepared her for a career in one of the big four accounting firms.

After a particularly bad bout with a chronic illness, she decided to shift full-time to blogging and teaching online courses. Since then, she has been an advocate for healthy living through her online lifestyle and diet courses, while making six digits annually.

Personal development courses

Screenshot from Annapurna Living, woman laughing with grey background

People are always looking for ways to develop themselves. They might wish to get through a traumatic life episode, acquire useful skills, or increase their confidence. In lieu of face-to-face sessions with trainers and counselors, online personal development courses give people the boost they’re after.

The level of expertise you need to become a personal development guru varies according to the topic—some courses require intensive training and certification from an accredited testing body, while others require little training.

Potential personal development course topic ideas:

The seven habits of highly effective people
Presentation skills for remote workers
Coaching for managers
How to increase productivity
The basics of personal finance
10 easy ways to deal with stress
Professional life coach certification
How to balance personal and work time while working remotely
Remote social skills

A personal development course success story:

Carrie-Anne Moss founded Annapurna Living to help people connect with themselves through meditation and mindfulness. By adding her own modern twist on age-old methods, Carrie Anne gathered a large audience of loyal subscribers.

As of 2021, her Fierce Grace webinars are closed for enrollment due to increased demand, but she still offers free courses on the Annapurna Living website.

Language courses

3 minute language homepage, computer on yellow background

Learning a language has always been a popular form of extra-curricular learning. Whether folks want to learn to speak french for their trip to France, or brush up on the Spanish they did in high school, the demand for language courses is huge.

There are two pretty big competitors here: Duolingo and Rosetta Stone. Think about what your new course can bring that those two monoliths can’t—things like personalised lessons, and one on one chats are good places to start.

Potential language course topic ideas:

Essential business writing skills
Spoken english for ESL workers
The differences between US and UK english
Korean for K-Pop fans
Hindi for beginners
Speak basic French in ten days
The basics of Mandarin for business
Spanish for young people
German for travelers
Learn sign language

A language course success story:

Kieran Ball is a language teacher based in the UK who offers online courses in French, Spanish, German, Italian, and Portuguese. His courses range from 3-minute tutorials that aim to help beginners put together complete sentences in a short time to quick grammar guides for students who are seeking to learn languages faster. His courses are so effective that he has over 300,000 students on Udemy, with glowing reviews.

Photography courses

Corey Reese website, three computers on white background

Photography has always been a popular hobby, but the increasing availability of digital cameras has spawned a whole new generation of photography enthusiasts. Many amateurs dream of becoming professional photographers , and are eager to sign up for online courses to improve their skills.

You’ll need to invest heavily in equipment if you want to provide an optimal learning experience to your students. You’ll also need to put together a strong online portfolio so potential students can see your prowess and techniques for themselves in real-life situations.

Potential photography course topic ideas:

Food photography for Instagram
How to take perfect landscape shots
Sports photography basics
Adobe Photoshop and Graphic Design
Photography pricing for product shoots
How to use your new DSLR
Lighting 101: playing with light and shadows
How to take beautiful portrait photos
A guide to wedding photography
Posing for photos, a guide for newbies

A photography course success story:

Corey Reese is a celebrity photographer who started a YouTube channel in 2011, gaining over 400,000 views. His online courses now have over 55,000 students.

Reese’s drawing power comes from his teaching style, which breaks the art of photo composition into bite-size pieces. He has also trained countless professional photographers who are now making a living out of photography.

Cooking courses

Everyone loves delicious food . Not everyone knows how to prepare and cook their own delicious food. This makes culinary schools and tutorials one of the most profitable online course ideas—as long as you can actually cook.

Share your skills with a course and show folks how to cook awesome food from scratch. Keep in mind that this is a niche that requires solid experience. Whether you're a home chef or a trained culinary expert, having unique skills and training that the average Joe does not will set you apart.

Not everyone can be Gordon Ramsay. In the age of TV shows like Masterchef and Bake Off, people are willing to learn from amateurs as long as you show you’ve got the skills. If you’re a professionally trained chef or have experience in small business, you can also give advice on how to start your own restaurant.

Potential cooking course topic ideas:

Healthy meals that won't break the bank
Vegan recipes
Essential cooking skills for first-timers
Baking for beginners
Keto cooking made fun
How to make soup: from squash soup to minestrone
Basic Italian dishes for every home chef
Online cake decorating for kids
Essential cocktails for entertaining at home
Going gluten-free: a guide

A cooking course success story:

Viorel Copolovici took the long route towards becoming a professional chef. He was a marketing executive for ten years before deciding to make cooking his vocation. After running a food blog and two restaurants, he finished culinary studies at Le Cordon Bleu, London. His videos are easy to understand and follow, even for newbies who have never held a knife.

Home decor and gardening courses

Smiling woman tidying and organising home

Home improvement has always been a popular topic. There’s a reason that Instagram is full of snazzy shots of people’s homes and furniture layouts—people love fiddling with their decor or optimising their space.

Out of all the niches listed in this post, we’d have to say home decor and gardening courses are the easiest to enter. Unless you’re teaching something like an advanced carpentry class, there’s no need to get any special certifications or equipment to get started.

Potential home decor and gardening course topic ideas:

Plants at home: adding a touch of green to your living space
Minimalist decor
How to organise your home in small spaces
Taking care of succulents
Interior design for home offices
Bedroom design for optimal sleep
Low-maintenance gardening for busy people
A step-by-step guide to growing your own herbs at home
Introduction to aquatic plants
All-natural weed control and pruning

A home decor and gardening course success story:

You might know Marie Kondo from her popular Netflix series, but before she started starring in the series, she was already known for her books and videos on tidying up. Her KonMari Method Fundamentals of Tidying course consists of 10 lessons, each focusing on a specific aspect of tidying and organizing.

Just like in the series, Marie Kondo's courses teach you a way of cleaning up that simply sparks joy.

Travel courses

Thanks largely to social media influencers, travel blogging is a particular popular topic. Who wouldn’t want to learn how to travel for a living? While you don’t need formal education to start an online course based around travel, you do need vast experience traveling*.*

Students will know right away if your Paris travel tips come from your own experience, or were copied from a Lonely Planet guidebook. Like with any course, faking it won't benefit you or your students in the long run.

Potential travel course topic ideas:

Travel writing 101
How to get paid for traveling the world
Hosting a successful Airbnb
Travel hacks: getting around on a shoestring budget
Cheap and safe solo travel for female tourists
How to start a travel agency
Camping for beginners
How to become a digital nomad
Family-friendly travel tips
Working on a cruise ship

A travel course success story: Theresa Christine wears many hats—photographer, romance writer, and podcast host. But through her online travel courses on Skillshare, she was also able to build a following as a travel writing course creator.

Her popular course, Being a Travel Blogger (Even When You’re Not Traveling!) , has more than 5,000 students and is one of the best online courses on the subject.

Arts & craft courses

Colorful instagram page for embroidery artist

As we touched on earlier, online course topics don’t always have to be about serious things like marketing strategy and entrepreneurship. Sometimes people just want to learn cool new skills or improve their drawing.

To run a successful arts and craft course, you should have a certain creative talent and know your material back to front. It’s important to be able to explain complex processes and ideas in a way that’s easy for first-timers to understand. Channel your inner Bob Ross.

There’s also a real opportunity at the moment to teach artists about bringing their creations to a larger audience. There’s a shortage of courses around content curation, exhibits and art pricing, which are all important elements for budding creatives to understand.

Potential arts and crafts course topic ideas

Sell your artwork online
Make money out of NFTs
The basics of drawing
Essentials of graphic design
Master Origami in two weeks
Sewing skills
Colour theory for non-artists
Designing your brand
How to make jewelry and sell it online

An arts and craft course success story:

Danielle Clough is a good example of online learning’s ability to educate people across the world. Aside from collaborating with performing artists under the stage name Fiance Knowles, she is also a visual artist who creates art through embroidery.

Her online course, Painting with Thread, has more than 10,000 students on SkillShare.

Digital marketing and sales courses

Brilliant Affiliate homepage, tablet on white background

Digital marketing isn’t going anywhere. Whether folks want to switch careers or level-up their existing skills, marketing is always a popular course topic. Digital marketing covers such a wide umbrella of topics—from social media and SEO to blogging on WordPress—that the sky's the limit in terms of what you can cover.

Because digital marketing is such a wide-ranging industry with different applications, there is a massive demand for high-quality courses. Just be aware that there are lots of shady marketers out there looking to make some easy cash with an online course. Separate yourself by providing specific, valuable lessons from your education or unique experience.

Potential digital marketing and sales course topic ideas:

Fundamentals of content marketing
Affiliate marketing made easy
SEO for Amazon
How to increase your social media engagement
Branding fundamentals for startups
Boost leads with high-performing event landing pages
The ultimate guide to email capture
Sales management masterclass
How to manage a remote sales team
Introduction to business development
Cold calling and email outreach

A digital marketing and sales course success story

Course content creator Justine Grey of Brilliant Affiliate helps thousands of aspiring affiliate marketers learn how to monetize their content and turn it into a true online business. She does it not by promising too much, rather by emphasizing that affiliate marketing is a long-term passive income channel with gradual results.

Mathematics and science courses

maths and sciences online course screenshot

Science and mathematics are ways of understanding the world: observing, measuring, and predicting natural phenomena and applying them to human problems. These have always been popular avenues for learning, since Aristotle taught philosophy and science in Ancient Greece.

With many people becoming more conscious about the environment and humankind’s effect on it, the demand for online courses based around the sciences has grown even higher.

However, this makes it a very competitive market with a high barrier to entry—you’ll be competing with course creators from some of the world’s top universities.

Potential mathematics and sciences course topic ideas:

A basic introduction to physics
Sustainable water use in the home
How to deal with vaccine hesitancy
Ten ways to reduce your carbon footprint
Maths hacks you wished you learned at school
Psychology 101: how your brain works
The science behind your favourite drinks
Using food to combat disease
Introduction to astronomy
Science communication for parents

A mathematics and science course success story:

Leandro Caruso brings more than 10 years of experience building solar power installations in the U.S. and Australia to his online courses. As an environmental engineer, he is considered one of the top solar energy advocates in the world and has a successful course to match.

Programming and data science courses

coding online course, white font on dark background

Programming and data science are two niches going through a major growth phase. Businesses are either starting to go digital or strengthen their online presence, so they need programmers, developers, and data scientists to help them accomplish those goals.

To teach any sort of programming or web development courses, you have to have advanced knowledge of the tools you’ll teach. For example, a data science class will attract more students if the course creator has advanced statistical programming and analysis degrees. For more common tools such as C++ or Excel, you will need experience and knowledge of programming trends.

Potential programming and data science course topic ideas:

Fundamentals of statistics
Python for researchers
Algorithms and data structures
C++: the basics
IT project management
Full stack web development tools
The applications of Blockchain
Automate your processes and cut busywork
Cybersecurity essentials

A programming and data science success story:

Rafeh Qazi, one of the biggest online course creators and the founder of Clever Programmer , has a community of over 100,000 students. Qazi posts free course content on platforms such as Udemy and paid courses on his website.

Over To You

Whether you’re looking for some extra money or want to transform one of these online course ideas into a full-time job, being a course creator is a viable online business strategy.

As the old proverb goes, “a journey of a thousand miles begins with a single step." So why not get started with Paperform today? From building a website to advertise your course, to engaging quizzes, to powerful payment pages and contact forms,

Paperform is a multi-use tool that has the integrations and analytics power to support your course creation needs, and look effortlessly gorgeous doing it. Give it a go yourself with the 14-day free trial —no CC required.

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Learner Assessment in Online Courses: Best Practices & More

Table of Contents

Creating assessment activities for your educational content is an excellent way to test your learner’s knowledge and progress. Assessments help you achieve the learning outcomes you set for each learning program or curriculum. In doing so, they also determine the degree to which each learning goal has been met, allowing you to evaluate how valuable your course is for your learners.

However, how do you, as an instructor, design assessments in online learning in the context of creating powerful online learning content ?

Your professional looking Academy in a few clicks

When building online courses , most instructors choose to provide a final quiz at the end of their course and a passing score accompanied by a certificate. This is a good start with assessments, but is it enough? Probably not.

Any assessment of learning works best when it is ongoing, not episodic. A continuous, and more advanced assessment method that focuses on student work, can highlight student achievement and progress. When an effective assessment is in place, it improves students’ understanding of the taught subject and helps them become more aware of the abilities they gain throughout the course.

Harasim, Hiltz, Teles, & Turoff (1996, p. 167) support that:

This assumption brings a lot to the table, which we will discuss here.

In this article, we explore what learner assessment is , learn about its best practices, and figure out ways you can embed it into your online course.

1 what is learner assessment, 2 the importance of learner assessment, 3 online assessment: how to evaluate students in online classes, 4 key types of assessments, 5 the best way to give feedback, 6 elearning assessment best practices for online courses, 7 assessment for learning: last considerations and tips.

Learner assessment or assessment for learning – AFL refers to the process of gathering essential data on students’ knowledge, skills, and understanding to complement teaching. As a fundamental approach to teaching and learning , AFL creates valuable feedback that is ultimately used to help students improve their performance.

The purpose of learner assessment is to close the gap between where the student currently is and where they want to be in their learning journey.

AFL enables active learning in an attempt to get students more involved in the learning process, allowing them to reach their achievement goals.

Learner assessments are easily integrated into any educational environment – whether it is online or offline – and can be adjusted to suit any age group and ability. This means that it can also apply to online corporate programs through online training assessments.

Assessments are undoubtedly one of the most important aspects of effective instruction, and they are equally important from both a learner’s and an instructor’s point of view.

Not only do they help to test the students’ knowledge, but they also allow online instructors to conduct online classes more effectively.

Assessment of learning is therefore important for instructors to:

encourage course completion
ensure learners achieve high standards
improve your teaching practice
identify areas for improvement
provide adequate feedback
support continuous personal development
promote self-reflection for learners
evaluate the effectiveness of teaching/instruction
carry out knowledge checks and address any misconceptions
gather important data on the breadth and depth of learners’ knowledge

Educators can more easily gauge students’ abilities by identifying areas of excellence and skill gaps. Then using this information, you can plan and create relevant enrichment activities that challenge existing knowledge.

As an online instructor, you need to consider the assessments before you begin planning your lessons or learning projects. To learn how to assess students online effectively, you start working on combining the online content with the right instructional methods .

Instead of jumping straight to the learning activities, first, consider how you intend to use them. Ask yourself the following:

What am I going to evaluate here?
How will I measure it?
What is the evidence of the goals that I have in mind?
What is to be achieved by learners if their goals are met
How will they know that they have achieved their goals?
Do they now have evidence that they can do X about their goals?

The key to success is to think about how the assessment will end up and what the final result will look like. This takes us back to instructional design principles – thinking about:

what activities will get you there, and
what teaching actions will get your students there.

Fortunately, there is a huge variety of assessment tactics you can use:

Online quizzes (true/false, single/multiple select, multiple-choice, etc.).
Drag-and-drop activities (matching, dropdown, etc.)
Open-ended questions
Essay questions
Online polls/surveys
Online interviews
Dialogue simulations
Game-based learning activities
Peer evaluation and reviews
Discussion/forum posts
Fill in the blanks
Crossword or puzzles

These are just some examples of assessments that you can create. Having said that, you do not have to use all of them inside a course, rather, create assessments that best align with the learning objectives of your chosen topic.

How to add assessment questions in LearnWorlds

Whether you can offer these eLearning assessments online depends on the learning management system or course platform that you use to create your courses.

💡 Did you know ‌you can now create assessments containing mathematical expressions and equations inside LearnWorlds?

Using the Math Latex text widget as supported by MathJax , you can add a mathematical expression or equation inside a question description or question option from the Assessment Builder. This allows you to add both inline wrapped between a single $ (for example, $E=mc^2$ ):

$assessments math expressions learnworlds$

And block mathematics wrapped between $$. (for example $$ \hbar \frac{\partial}{\partial t}\Psi(\mathbf{r},t) = \hat H \Psi(\mathbf{r},t)$$ ).

$math expressions learworlds lms$

💡 Learn more about the assessment options with LearnWorlds.

As you can imagine, not every LMS provides the ability to create online quizzes, graded SCORM assignments , and interactive learning activities. Nor do they come with the online learning community-building tools you need and offer certificates providing the proper acknowledgment to your students.

A robust and intuitive LMS like LearnWorlds checks off ‌these boxes and offers the complete package, helping you create powerful assessments and learning experiences for your learners!

During the course development phase, the first thing an online instructor should be aware of is the two different forms of assessments that the educational theory indicates: the formative and summative.

Formative assessment

Formative assessment gathers information all the way throughout the course syllabus. This information is then used to guide teaching and to improve learning, student engagement, and student performance.

The key component of formative assessment is feedback, whether the assessment is a graded quiz or written assignment or student participation in a discussion forum.

Summative assessment

Summative assessment gathers and analyzes students and student interaction at the end of a course and focuses on whether students have achieved identified goals. Summative assessments typically result in a score or grade. A culminating final exam or performance task is an example of a summative assessment.

Another important term to consider is the term “ Authentic assessment .” How can we bring the “real world ” into online learning? Application activities, like case studies, can be considered authentic activities.

Authentic activities demonstrate the acquisition of knowledge and the ability to apply that knowledge in professional or other settings. They become even more meaningful and contribute to student success when we call students to reflect on what they have learned instead of just giving them a set of multiple-choice questions.

You will find that learners are more engaged in your learning process activities if the activities closely align with what they aim to learn.

The Benefits of Formative and Summative Assessments

A successful online course needs to include both summative and formative assessments . Ascertaining that the desired learning goals have been met does not serve only the purpose of giving a final score to learners. On the contrary, assessment activities should be integrated into several parts of the course, providing ongoing feedback.

This means that you can include questionnaires and mini-scored exams in several modules and parts of your course, not only in the end. This kind of assessment aims to support learning until the desired level of knowledge has been achieved.

Formative assessment provides:
Evidence that learners engage and participate.
Demonstrable measures of learner progress within the course.
Ways to give feedback to learners.
Opportunities for learners to apply their knowledge and skills and identify where they lack understanding.

This is what the rubric of your course should look like:

But what matters the most is that the assessment is:

relevant to the objectives and goals of the course
appropriate for the level and scope of the course content
clearly outlined to students via logically organized instructions.

These three characteristics should help you build effective formative and summative assessments while keeping you in line with the course requirements.

Exams and quizzes provide immediate feedback to students – particularly crucial for formative assessment. However, the most effective type of feedback for improving learning should not be directly related to your learning style but must be specific to the individual student. There is no getting around the fact that this type of accurate, timely, and meaningful feedback is labor intensive, especially when you have to comment on assignments, for example.

LearnWorlds makes it super easy to grade assessments and provide feedback right away through a dedicated dashboard – our Review Center. From there, you get a list of all the unreviewed/ungraded assessments submitted by learners.

Screenshot from LearnWorlds Review Center

Once your learners answer a question, you can offer question-specific feedback directly through the platform.

Screenshot from Learnorlds question type

You can customize your feedback text further and write ‌a short answer or even offer advanced feedback on either a correct or wrong answer that the learner can view from the Feedback report.

Screenshot from LearnWorlds assessment feedback process

There is also the option to offer manual feedback and grade different types of assignments through the Report Center > Review Center.

💡 Learn more about what you can do with LearnWorlds’ powerful Review Center .

Apart from providing useful feedback to learners, assessment activities guide a student’s learning path ; they are essential to the accreditation process as they measure student progress. Hence, assessment tasks are an active part of the study.

Learners get to use assessments to discover whether they have a good understanding of the topic and not just if they can perform competently and demonstrate what they have learned.

The feedback and grades that instructors give can be both educational and motivating for the learners. With most online learning platforms and learner management solutions being automated and interconnected, instructors can recognize the advantages of a documented, consistent assessment process, allowing educators to provide immediate feedback and help students learn.

As an added advantage, with the right LMS, instructors can save time with the automatic marking features of online assessments and use a gradebook that helps monitor progress.

Example of an online gradebook in LearnWorlds

Ultimately, any form of assessment activity improves the whole assessment process in online teaching. Assessments provide flexibility , save time in the long run, and boost a consistent and standardized online course design. In addition, they virtually eliminate academic dishonesty by integrating assessments into a database of randomized items, which then allows the generation of random tests using the retrieved assessments.

What is the best way to apply and integrate all the above into your course materials? Here is a practical guide on how you can create an assessment in your course following four crucial steps:

I. Align assessments with learning objectives

Successful course design that aligns competencies with outcomes is critical. This means that whenever you are creating a new course, it is essential to keep in mind these fundamental questions every step of the way:

What do I want my students to learn to do?
How can they show their skills, attitudes, and abilities?

Both questions will make the instructional design process much easier to begin with while ensuring you are implementing the appropriate assessment method for it.

Start by determining the required objectives for your course and come up with specific assessment activities that can show learners’ mastery of the taught subject. Given that course objectives are measurable, it is easy to design the assessments based on them.

💡 Learn how to set up your learning objectives step-by-step.

Learning goals, teaching activities, and the assessment should be aligned to reflect upon and support each other. Form questions that assess what you expect your learners to have learned by the end of the course. This is an essential facilitator and prerequisite for learner satisfaction and achievement.

II. Add assessments at every stage of course design

A) at the beginning of your course.

Use quiz techniques to assess pre-existing knowledge of your learners to get to know them better and engage with them in the course. For example, you can use one of the two methods below:

Create quizzes with interrelated questions to introduce your topic. Background knowledge probes prepare learners for what they are about to learn.
Create one or more free-response questions and ask learners to list ideas that are related to your course topic before they even begin studying.

Below, there is an example of an ongoing assessment that uses a quiz:

b) Throughout your course

Then in the middle or throughout your course, add assignments that you can visit at any time once they are submitted and provide feedback immediately. Try something different to quizzes this time that helps you gauge understanding more easily, like questionnaires with open-ended questions, short answers, or essay questions.

When providing feedback on questionnaires inside LearnWorlds, your learners will get to receive your comments with an email and notification.

Ungraded assignments in LearnWorlds. The instructor's dashboard.

You will also be able to manage and grade those questions easily from the platform every step of the way.

c) At the end of your course

Add assessment activities at the end of the course that includes a set of questions from each of your modules. In the end, it is necessary to assess learners’ achievement based on a variety of assessment types:

Questionnaires
Graded assignments
Questions inside videos
Discussion posts

In questionnaires (set as exams), you can set a higher passing score than before and congratulate learners if they pass the score. You can also choose from various options like duration in minutes, question order, number of tries, showing mistakes, etc. If they fail, prompt them to repeat the sections they struggle with. Remember always to provide meaningful, constructive feedback and expand upon the student’s learning.

Again, a modern LMS will be able to provide you with ready-made templates to help you get started with course creation and designing your own assessments.

d) Through your discussion posts

Yes, you read right. Assessment can also take place in your course discussions! Strange, right?

Sometimes you may not be satisfied with low-stakes tests and quizzes because they are too weak and cannot assess critical thinking or enhance the learning experience . Hence, they may not adequately represent what the student has learned.

Instructors are now searching for new ways to assess learner performance during their online teaching. Much academic research has focused on learner assessment through discussions because it is a place where instructors can provide valuable feedback.

Discussing a learning activity on LearnWorlds.

In discussion boards , you can initiate valuable learner conversations by posting several questions according to a lesson plan or create forums/groups/blackboards in your school’s community and let people discuss different topics or exchange opinions.

To do this effectively, think about how many posts per week you will use. As you go, monitor and adjust your questions to the learners’ responses so that they increase student comprehension and engagement, improving their performance.

A standard means of assessing conversations to evaluate the learning outcomes through discussions are rubrics. Rubrics are pre-defined criteria that help define the characteristics of a high–quality discussion . Rubrics also provide a range of categories that span the range of possible outcomes, from basic to exceptional performance on a task.

Let people know about your evaluation system. Write a report of your evaluation and share it with them in a private message. They will appreciate this personalized approach, and you will increase your student retention!

A rubric can look like that:

The learner can include and apply relevant course concepts, theories, or materials correctly.
The learner can respond to fellow learners, relating the discussion to relevant course concepts and providing substantive feedback.
The learner can apply relevant professional, personal, or other real-world experiences.
The learner can support the position with appropriate resources.

You can also use alternative assessment techniques by promoting learner contributions to the discussion board. Assist learners in creating their understanding and provide the assessment that encourages them to do something to prove knowledge acquisition rather than taking a test or quiz. Prompting learners to do something also highly contributes to the retention of knowledge gained.

“Show and tell”

Ask learners to document the steps they take for a specific project or problem-solving you have taught through your course and what they have learned. Ask them to share this document or PowerPoint with the rest of your learners. This way, you assess learning and enhance the sense of learning community in your class.

“Autobiographical sketches”

Encourage learners to write a two-page autobiographical note relating and discussing an experience in which they learned something significant related to your topic and their learning objectives. Advise them to focus on what they learned and why they learned from that particular experience and share it in the discussion.

Other products that occur through activities that assess learning and can be shared are:

Photographs/Illustrations

“Response to video”

Learners watch a video and respond with written analysis to specific questions. Then, they share their thoughts with the rest of the learners.

“Collaborative projects”

You can ask groups of two people to collaborate, promote their creativity and produce one of the above products together. Collaborative assessment strengthens the foundation of an online learning community . By learning together, they have the opportunity to deepen their learning experience, test out and share new ideas with a supportive group , and receive critical and constructive feedback.

Although group projects, particularly the assessment of those projects, can be more challenging in the online environment, establishing collaboration and collaborative assessment guidelines can help with this task.

We can see how modern teaching opposes the one-dimensional perception of assessment as the result of tests and obtain a more holistic view that perceives assessment as an ongoing process that forms the course circle.

So, at this point, you may be asking, how should you form questions?

Outcomes and learning activities are generally created to move students from basic levels of understanding of concepts to the ability to apply those concepts in a professional or academic setting; In other words, from what is considered lower-order skills to higher-order skills.

To accomplish this, many educators have turned to Bloom’s Taxonomy of educational objectives (Bloom & Krathwohl, 1956) for assistance.

Bloom's taxonomy of educational objectives visualized.

Bloom’s Taxonomy lays out levels of outcomes regarding increasing complexity, which build on one another, and to which activities and assessments can be mapped.

To write course outcomes and assessment activities that match Bloom’s levels, an instructor would determine the cognitive level of the desired outcome and then choose action verbs that measure the outcome at that level.

It cannot be overstressed that verb choice is critical to the measurement of outcomes . Αssessment questions could include the specific verbs suggested for each learning level.

Alternatively, use the sample questions shown in this table:

Knowledge or Remembering	Comprehension	Application	Analysis	Synthesis	Evaluation
Who, what, when, where, how?	What are the main ideas?	How is…an example of…?	What are the parts or features of…?	What would you infer or predict from…?	Do you agree that…?
How do we define…?	Give examples of…	How is… related to …?	Classify according to…	What ideas can you add to…?	What do you think about…?
		Why is…significant?	How does…compare or contrast with…?	How would you create or design…?	Prioritize and give a rationale for…
			What evidence is there for…	What might happen if you…?	Decision making — what is your rationale…?
					Criteria for assessing…

III. Give self-assessment opportunities

Reflection and self-assessment are essential components if you want your learning environment to become even more learner-focused. What you should do is urge learners to assess themselves! Self-assessment is an exceptional technique that can increase the learners’ satisfaction .

Make sure to:

Incorporate your expectations for self-assessment at the beginning of your course (where you communicate your objectives, for example).
To which degree have I realized…?
At what moment did I feel most engaged?
Which information did I find most affirming and helpful?
Which information did I find most puzzling or confusing, and do I need to study again?

IV. Apply different assessment techniques

To check comprehension – but also engage learners more, during a live webinar class or a course discussion, you can try out a great variety of quick assessment ideas.

Here are some suggestions:

Ask open-ended questions that get learners to explain something (talking or writing)
Tell learners to summarize what they have just read/learned
Encourage them to use hand signals to show understanding of content
Use response cards allowing learners to make individual responses/questions
Try the one-question quiz to gather responses quickly and assess understanding
Apply the 3-2-1 technique asking learners to list 3 things they have learned from the lesson, 2 things they want to get to know more, and 1 question they have
Carry out misconception checks and ask in-depth questions
Use analogy prompts asking learners to further elaborate on the concepts taught
Get learners to separate what they ‌understand from what they do not understand

Incorporating such eLearning assessment examples in your instruction is crucial to ensure students’ understanding of the key concepts taught in your course.

As you use different techniques, make sure to change your approach from time to time, and check in for comprehension regularly , at least three times per session. Lastly, make it useful using appropriate and easily applicable real-life examples to explain key themes.

Before you go, make sure that you read through the following suggestions. These should help you improve your course design evaluation matrix acting as your guide in perfecting assessment in eLearning:

Test competency, not memory . Assessment should not be about what people know; it is about what they can do.
Make sure that your assessments help your students develop a sense of confidence , which will, in turn, encourage them to stay engaged and complete the course.
Let learners do the assessment whenever they want to. If learners have prior learning in the topic, let them prove it and test out if they are competent.
If you have an “end of course” final assessment, make sure that it covers all the learning outcomes included in the course.
Celebrate your learners’ milestones by providing them with appropriate feedback.
Do not forget to include exams, authentic assessments, collaborative projects, self–assessments, and weekly assignments that include discussion assignments.
Use of rubrics to establish performance expectations and provide a sound basis for self–assessment .
Check learning analytics regularly – completion rates , student progress, exam scores, time spent in learning, and more. Ask your learners to tell you what they think about your course and continue to improve it along the way.

Ready to Include Assessments in Your Online Courses?

As you can see, there are many types of assessments in online learning, and each one serves its own purpose in improving learning and students’ understanding.

The assessment of students is one of the most essential teaching strategies that need to be part of any educational program, especially those that are administered online. As a course creator, you will need to choose the assessment authoring tools that work for you and your learners and incorporate them into your teaching practice.

Creating assessments is the driving force of progress . Are you ready to embrace it, taking your eLearning evaluation process to the next level?

Further reading you might find interesting:

18 Amazing Outline Templates to use in Course Design [3 Downloadables]
How Much Money Can You Make Selling Online Courses?
Starting an Online Course Business from Scratch
How to Sell Online Courses: The Ultimate Guide for 2022
How to Start an Online School in 2022 + Infographic
How to Design an Online Course in 2022: Best Practices, Tips & Templates
How to Teach Online & Earn Money in 2022: Definitive Guide

Kyriaki Raouna

Kyriaki is a Content Creator for the LearnWorlds team writing about marketing and e-learning, helping course creators on their journey to create, market, and sell their online courses. Equipped with a degree in Career Guidance, she has a strong background in education management and career success. In her free time, she gets crafty and musical.

Eberly Center

Teaching excellence & educational innovation, creating assignments.

Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.

Consider your learning objectives.

What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments.

Design assignments that are interesting and challenging.

This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25).

Double-check alignment.

After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.

Name assignments accurately.

Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students.

Consider sequencing.

Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources.

Think about scheduling.

Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments.

Check feasibility.

Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality.

Articulate the task description clearly.

If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description.

Establish clear performance criteria.

Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide . Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet.

Specify the intended audience.

Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering).

Specify the purpose of the assignment.

If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students.

Specify the parameters.

If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.

A Checklist for Designing Assignments

Here is a set of questions you can ask yourself when creating an assignment.

Provided a written description of the assignment (in the syllabus or in a separate document)?
Specified the purpose of the assignment?
Indicated the intended audience?
Articulated the instructions in precise and unambiguous language?
Provided information about the appropriate format and presentation (e.g., page length, typed, cover sheet, bibliography)?
Indicated special instructions, such as a particular citation style or headings?
Specified the due date and the consequences for missing it?
Articulated performance criteria clearly?
Indicated the assignment’s point value or percentage of the course grade?
Provided students (where appropriate) with models or samples?

Adapted from the WAC Clearinghouse at http://wac.colostate.edu/intro/pop10e.cfm .

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ARE6933 Thinking in Art Education (Elective)

One way to boost creative and critical thinking is by cultivating observational skills—moving between convergent and divergent thinking for problem solving. In this exercise, students conduct visual research outdoors, using a camera to find and record a theme. They reflect on their findings to develop lessons that will help learners increase their awareness, find patterns, and become open to the new. Students in this course share their research using a creative presentation platform.

ART5930C Sketchbook Development (Studio course that can be taken on campus or online)

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BIBL 375 Introduction to Expositional Tools

Course Description

This course introduces students to the expositional tools needed for an in-depth study of Scripture for effective Bible exposition. Special attention is given to expositional tools in the Logos Bible Software program.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog .

Course Guide

View this course’s outcomes, policies, schedule, and more.*

*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.

Bible exposition requires the student to have access to the necessary tools as well as the knowledge to expertly apply those tools to the relevant resources in Bible study. Through the customized package of Logos Bible Software provided in this course, the student will be given access to a cutting-edge toolset as well as a library of electronic resources. The student may then retain access to this software, even after graduation, making these materials available in perpetuity for use in Christian ministry.

Course Assignment

Textbook readings and lecture presentations.

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations , the student will complete the related checklist found in the Course Overview.

Discussions (5)

Discussions are collaborative learning experiences. Therefore, there will be five of these held in this course. The student will create a thread in response to the provided prompt for each discussion. The thread must be at least 400 words and demonstrate a comprehension of the corresponding course material. In addition to the initial thread, the student will reply to the threads of at least 2 classmates. Each reply must be at least 200 words. For each thread, the student should engage with the course materials, namely the tutorial videos, support documentation, and resources within the Logos program itself. For each initial thread, students must cite at least one of these materials using appropriate Turabian formatting. (CLO: A, D)

Logos Tools and Skills Assignments (4)

Understanding Logos and appreciating the value it offers the Bible student requires one to explore the program to put the skills discussed in the course materials into practice. To this end, there will be four exercises designed to help the student get “hands on” in using the program. These exercises will correspond with the tools and skills discussed in the course materials associated with the week they are assigned. The student will be expected to follow the instructions for these exercises with accuracy and precision, and they will be asked to take screenshots of their work to demonstrate their completion of exercise tasks. (CLO: A, B, C)

Logos Tools and Skills: Layouts, Library, & Creating a Collection Assignment

This first exercise will be focused on the following three features/tools: layouts, the library, and collections. All three of these are essential when using the program. Layouts allow the Bible student to customize his or her digital workspace within the program according to different needs. The library will allow the user to gain access to the content that has populated the program, and it serves an entry point to finding particular resources. Collections are groupings of resources created by the user for the purpose of guiding searches into smaller sections of the library so as to make the search more productive and direct. The student should download the provided template to complete four parts that correspond with the features/tools from the Logos software (complete with screenshots as requested). The student will submit the template to Canvas.

Logos Tools and Skills: Notes & Clippings Assignment

This second exercise will be focused on the following two features/tools: notes and clippings. These are both excellent resources that will help the student organize his/her study materials in one centralized location within the digital workspace. The notes tool will allow the student to keep track of his/her study notes and access them in the Bible (or other book) in which he/she leaves them. The student might think of these as digital marginalia with more expansive capabilities. The clippings tool is also very helpful. Essentially, the clippings tool provides a way of creating digital notecards with quotes the student wants to include (or cite) in his/her academic papers or other research projects. The student should download the provided template to complete three parts that correspond with the features/tools from the Logos software (complete with screenshots as requested). The student will submit the template to Canvas.

Logos Tools and Skills: Factbook, Atlas, & Bible Book Explorer Assignment

This third exercise will be focused on the following three features/tools: Factbook, Atlas, and Bible Book Explorer. The Factbook is one of the staple tools in Logos that really makes Bible study more streamlined. It functions as an integrated reference tool that provides background information for events, things, people, and places in Scripture. The Atlas is another unique background tool. It provides interactive maps of biblical geography, including map legends that pinpoint details from the biblical narrative. The Bible Book Explorer is a less integrated resource, but it is especially helpful when it comes to some of the concerns of biblical exposition. The student should download the provided template to complete four parts that correspond with the features/tools from the Logos software (complete with screenshots as requested). The student will submit the template to Canvas. The student should refer to the instructions for information on citing items used in Turabian format.

Logos Tools and Skills: Searches Assignment

This fourth exercise will be focused on searching in Logos. There are many different ways to perform searches in Logos, depending on the kind of information the student needs. For instance, the student might use the search bar in the Library to find a book title, but he/she would not be searching within the content of the books. The student could use the search bar within an open book (i.e., inline search), and that would allow him/her find material in that resource alone. However, there are other search tools in Logos that allow the student to search in more extensive ways across many resources. This exercise will help him/her explore some of those features. The student should download the provided template to complete five parts that correspond with the features/tools from the Logos software (complete with screenshots as requested). The student will submit the template to Canvas.

Logos Reference Guide Project Assignment

The student is learning the Logos software in preparation for using it throughout his/her life in ministry. As such, it would be beneficial to create a personal reference resource that can not only be used during the student’s program but can be referenced at any point in the student’s future ministry. The student will create a Logos Reference Guide to meet this need. The Reference Guide should begin with a brief 1-paragraph introduction explaining what it is, the components of the project, and how it can be used. The guide will also include an outline of the features and tools in the software, orienting the student in where to find key features. Finally, it will include the completion of an index of frequently asked questions (and answers) about using Logos that can be referenced when completing future assignments. The student should be sure to download the project template from Canvas to use to for formatting his/her guide. The final paper should include proper grammar and syntax, be polished and professionally written, include a Turabian-formatted bibliography and citations as needed for any sources consulted (texts, ideas, images), and include a Turabian title page. The student should ensure that he/she follows the formatting of the provided template to complete the assignment. (CLO: A, D)

Quizzes (3)

There will be three quizzes throughout the course. For each quiz, the student will be tested on his/her ability to use the resources reviewed in the course material for the assigned module: week, though a working knowledge of material covered in previous modules is required for each quiz. The student is allowed to use notes and course materials to take each quiz. Each quiz will contain 23 multiple-choice, true/false, and short answer questions, and each will have a time limit of 50 minutes. The student will be allowed 2 attempts, and the highest score will count toward his or her grade. (CLO: A, C)

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Creating and Adapting Assignments for Online Courses

In Practice

Align assignments to learning outcomes.

Provide authentic assessments.

Design for inclusivity and accessibility.

Design to promote academic integrity online.

Communicate detailed instructions and clarify expectations.

Promote interaction and collaboration.

Choose technology wisely.

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Designing Assignments for Learning

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Reflect On Your Assignment Design

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Build in metacognition

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Communicate about the assignment

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Step 2: The breakdown: modules & sections

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Five basic content types

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5. Make the course easy to navigate

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