Online Course Guidelines

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Durham Tech's Online Course Guidelines summarize the best practices of quality online instruction.

The guidelines are intended to provide guidance for instructors who are new to online teaching; to help experienced online instructors identify areas for improvement; to assist supervisors with evaluating online instruction; to guide professional development and training efforts; and to communicate the college's expectations internally (faculty/staff) and externally (accrediting bodies).

The guidelines were originally written for asynchronous online courses but are largely applicable to synchronous online courses as well. More guidance for synchronous instruction is being developed.

Downloadable options

In the list below, click each guideline's EXPAND link to view additional information and resources


"" Course expectations | Basic course information

  1. The instructor posts a syllabus in the course Sakai site that clearly communicates course policies and expectations.

    The instructor uses Durham Tech’s Syllabus Template for Online/Hybrid/Blended Courses (DOC) or another template provided by their supervisor to provide clear expectations for the class.

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For online classes, it’s especially important to lay out expectations for communication in the class.
Be sure your syllabus clearly conveys:

  • Your contact information, preferred method of communication, and response time response time students can expect when they contact you
  • Turnaround time for assignments to be graded and returned to students
  • Expectations for communication with classmates, including ground rules that foster a respectful and inclusive learning environment

See Guideline 12 for additional tips.

  1. The Overview page of the course Sakai site lists the course title and instructor name(s) and contact information.
    • If applicable, list any class meeting days/times and location (including synchronous online meetings).
    • Full-time instructors, list office hours and location.

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  • First impressions matter! The Overview page should be the entrance to your site, the first thing students see. Help your students get off to a good start by providing an overview page that is welcoming and informative.
  • Optionally, in addition to the items listed in the guideline, the instructor can also add an image, welcome video, course description, list of course outcomes, or other items to make the site welcoming and unique.
  • TIP: Make sure the Overview button is the top item on your course menu. Otherwise, students will not see this page when they enter the course.

"" Course organization and content

  1. The Lessons area of the course Sakai site contains a subpage for each week or unit of the class. Each weekly/unit subpage includes clear and complete details for assignments and activities, including due dates.

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The Lessons tool is the central hub where students find all assignments, readings, materials, etc. for the week or unit.

If some activities or assignments take place outside Sakai (such as on a publisher platform), the instructor should provide a clear note in the weekly/unit folder in Lessons, so it is evident what course activity is taking place and where.

Follow the Weekly Lesson Template (PDF) to ensure your weekly/unit subpages are clear, complete, and easy for students to navigate. Utilize headings to structure your page content, as described in the template.

  1. For asynchronous online classes, the instructor provides at least one activity each week for students to complete (submit).

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Durham Tech’s attendance rules require all online, hybrid, and blended classes to have a “course entry” activity in Sakai that students are required to submit by the class census date. (For details see Guideline 23.)

For ongoing attendance AFTER the census date, asynchronous online courses (and hybrid/blended classes with an asynchronous component) must have at least one activity per week that requires student submission and can be used to determine attendance for the week. For details, see page 3 of the attendance rules.

NOTE: Synchronous online courses (those that meet on a regular schedule via web-conferencing), do not require students to submit an activity every week. For these classes, attendance at the “live” online class meetings is the basis for ongoing attendance.

For full details, see Attendance Rules for Online, Hybrid, and Blended Classes (PDF)

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  1. Materials, resources, and examples reflect the diversity of the local and global community.

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  1. Course materials and links are carefully reviewed prior to the start of the course (and regularly during the semester) to minimize errors and broken links.

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Errors do happen and may hinder students’ progress. Encourage your students to let you know if they encounter an error or something not functioning on the site.

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"" Student engagement

  1. The course includes assignments that promote active learning.

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Promoting active learning means providing opportunities for students to interact with course content – and with each other – in thoughtful, purposeful ways.

  1. The course incorporates multimedia elements (such as images, videos, links to external resources) that support learning outcomes.

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When incorporating multimedia, consider copyright and accessibility (for details see the two guidelines for Legal Obligations).

  1. Opportunities are provided for students to interact with and feel connected to their peers.

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  • By its nature, online learning involves distance between learners, which requires intentional action to overcome. Without a feeling of connection and community, students can feel isolated, which can negatively impact their persistence and success.
  • Provide a variety of ways for students to interact throughout the course. These might include:
    • a welcome forum where students introduce themselves
    • group projects
    • peer review
    • student-created videos
    • breakout rooms in online meetings

"" Instructor presence | Communication

  1. The instructor maintains regular contact with students in multiple ways throughout the course.

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  • Research indicates that instructor communication helps students feel connected in the online environment. It keeps students on track, increases their sense of self-efficacy and overall satisfaction, and can lead to greater persistence in the course.
  • It’s important for the instructor to provide regular, encouraging communication with the entire class and to reach out to individual students – for example, contacting a student who misses multiple assignments.
  • The U.S. Department of Education requires “regular and substantive interaction between the students and the instructor(s)… on a predictable and scheduled basis” (34 CFR § 600.2).
  • The instructor may use a variety of tools to maintain communication (Announcements, Email, Forums, Chat, Meetings, etc.)
  • Providing regular feedback to students on their work is a key component of communication (for details, see Guideline 17).

  1. The instructor posts an announcement in Sakai at least once a week to provide updates, reminders, or comments related to course content.

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  • Online classes lack the regular schedule and predictability of face-to-face classes. Instructors need to create structure for students in multiple ways.
  • Posting announcements on a regular schedule helps situate students each week, providing predictability and consistency.
  • Announcements also provide a record in the course site of your communications with the whole class.
  • Also, the U.S. Department of Education requires that instructors provide regular communications that are “predictable and scheduled” (34 CFR § 600.2).
    •

  • How do I add an announcement?
  • Tip: When creating an announcement, it is a good idea to select the option to send an email notification to all participants.

  1. The instructor responds to student emails and requests for help in a timely way, consistent with the response time stated in the syllabus.

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  • Students need a clear statement of the response time frame to expect when they contact you for assistance.
  • Think through what kind of response time frame is reasonable and workable for you.
  • In the syllabus, set specific and reasonable expectations for responding to student emails and requests -- and then follow through.
  • A common expectation is to specify a 24–48-hour time frame. Some instructors specify a different time frame for weekends.

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  1. The instructor maintains a respectful learning environment so that all students feel included.

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Define clear expectations or ground rules for communication to foster an inclusive learning environment where students feel respected. Restate these expectations regularly and consistently.

"" Assessment | Grading | Feedback

  1. Assessment of student learning is aligned with course outcomes, conducted throughout the duration of the course, and uses multiple methods.

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  • Aligning assessments with course outcomes enables you and your students to know how well they have mastered the skills and knowledge required for the course.
  • Provide a variety of opportunities and activities for students to demonstrate skills and knowledge.

  1. Assessments are designed and administered to uphold academic integrity. Online tests and quizzes use recommended settings to deter cheating and minimize technical problems.

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  • Students cheat for many reasons and unfortunately there is not one perfect solution. Upholding academic integrity in an online environment requires a multi-faceted approach and a reconsideration of assessment practices.
  • Instructors are strongly encouraged to use recommended settings for Sakai tests and to consider an array of best practices to promote academic integrity throughout the course.
  • In addition, Durham Tech provides the following proctoring options that instructors may use for online and hybrid/blended classes:
    • The Center for Academic Excellence (CAE) offers in-person proctoring services on campus.
    • Proctorio – an online, automated proctoring tool – is available for tests delivered in Sakai.
    •

  1. The Sakai Gradebook is set up and consistent with the grading procedures stated in the syllabus. Grades are posted regularly, allowing students to track their progress.

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  • The instructor sets clear expectations regarding when assignments will be graded and returned.
  • At a minimum, by the mid-point of the course, grades and feedback should be available to students so they know how they are doing and can seek tutoring or other supports if needed.

  1. The instructor provides timely, specific, actionable feedback to students on their work, consistent with expectations stated in the syllabus or other course documents.

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  • Receiving frequent feedback allows students to monitor their learning and gives them the opportunity to seek support (from the instructor and/or tutors) at the time it is needed so they can benefit and improve.
  • To be useful to students, feedback and grades should be provided before subsequent, related assignments are due.
  • The U.S. Department of Education requires that instructors monitor students’ “academic engagement and success” and provide substantive, prompt feedback when needed based on that monitoring (34 CFR § 600.2).

"" Legal obligations

  1. The instructor makes a good faith effort to comply with copyright laws and fair use principles.

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  1. Course design indicates a conscious effort to comply with accessibility standards.

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Durham Tech has a multi-year Digital Accessibility Plan that lays out training requirements for instructors and timelines for implementation of supports, including video captioning and discipline-specific accessibility needs.

The plan requires full-time faculty and adjuncts who teach online/hybrid/blended courses (credit and noncredit) to complete the Fundamentals of Digital Accessibility for Instructors (FunDAI) online workshop. Faculty are expected to apply digital accessibility skills learned in FunDAI as they create new digital content and as they revise existing content over time.

NOTE: When instructors receive an accommodation plan from a student, they will work with supervisors and Accessibility Services to implement the modifications contained in the plan. For more info, see: Steps for Faculty Working with Students with Disabilities at Durham Tech

"" Launching the Course

  1. Prior to the start of the course, the instructor sends a welcome email explaining when and how the course will start, orientation requirements, how to log in, any special tools or materials needed, etc.

Guideline ## Explanation and Resources

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  • With the wide variety of delivery options (such as synchronous and asynchronous, as well as hybrid/blended) students sometimes don’t clearly understand what they signed up for.
  • Before the class starts, it’s important for the instructor to email students and explain the class format clearly, so students know what to expect and what they need to do.
  • This initial communication with students is also an opportunity for the instructor to set a positive, enthusiastic tone which helps students begin to feel a personal connection to the instructor and to feel welcome in the class.
  • IMPORTANT:
    • Be sure to send the welcome email to all students, including those who register late or near the start date.
    • Use the Email tool in Sakai to send the welcome message – this tool works even if the site is unpublished!
    • NOTE: If you post an Announcement in Sakai while the site is unpublished, students will NOT receive the email notification. If your site is not yet published, use the Email tool (not Announcements) to communicate with students.
    •

  1. The instructor publishes the course site by 8:00 AM on the class start date and posts a welcome announcement telling students what to do to begin.

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  • Instructors may publish their course sites before the class start date; however, if doing so, they must make sure that all assignments, quizzes, and forums are set to become available to students on or after the class start date. Student submissions before the start date cannot count for attendance or course entry.
  • Due to state attendance requirements, instructors should not hold an online meeting prior to the course start date. (For details on attendance requirements, see Guideline 23.)

  1. An orientation is provided that introduces students to the course.

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The orientation can be provided as an online meeting, as a video tour of the course, a module for students to complete, etc.

The orientation typically covers:

  • Course purpose, requirements, and expectations
  • How to navigate the course site
  • Where to find various course components (for example, how will they access feedback)
  • How to get started on assignments
  • Details about the required “course entry” activity and when it is due (for details, see Guideline 23)
  • Key points in the syllabus and course schedule
  • Student services at Durham Tech that may be useful to students in your class (e.g., online tutoring, library resources for distance learning)

  1. The instructor provides an initial activity in Sakai to capture each student’s official entry into the course, in compliance with Durham Tech’s Attendance Rules for Online, Hybrid, and Blended Classes (PDF).

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  • State regulations require that instructors collect and accurately record each student’s exact date of “entry” (first activity) in the course.
  • To comply with state regulations, instructors must carefully follow Durham Tech’s Attendance Rules for Online, Hybrid, and Blended Classes (PDF)
  • Examples of acceptable activities for course entry include a syllabus quiz or a discussion prompt asking what students hope to learn in the class.

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These guidelines were approved by Durham Tech’s Teaching and Learning Council on 12/3/2021.

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