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Online Course Development Process

Modified on: Mon, Oct 24 2022 7:58 PM

Instructors who are planning on developing a fully online course should begin the process early. Ideally, a course should be fully developed prior to releasing it to students. Avoid being in a situation where you are building a course while teaching it at the same time. Attempting to stay “a module ahead” of your students will most likely lead to a very frustrating and stressful experience, particularly when developing and teaching your online course.


Successful development of an online course requires a significant amount of planning, organization, and time. It is highly recommended that instructors begin the development of a new online course at least 4 months before the course runs. Below is a timeline designed based on a four-month preparation, planning, and development schedule and assumes that the resulting course is a fully online, full-semester course.


Phase 1: Course Analysis

Timeframe

Primary Goals

Resources Involved

At least 4 months before course start date

Director of program / Department Chair meets with the instructor(s) and instructional designer(s) to

  • Establish a set of expectations  
  • Discuss process workflow and develop a project timeline 
  • Identify instructional challenges and problems  
  • Identify the course goal 
  • Identify the learning environment 
  • Program Director(s)
  • Instructor(s)
  • Instructional Designer(s)

 

Phase 2: Course Design

Timeframe

Primary Goals

Resources Involved

At least 4 months before course start date

Instructional designer(s) collaborate with instructor(s) on developing or refining learning outcomes, activities, and assessments. Instructional designer(s) also recommend technologies or opportunities for interaction as appropriate.

  • Create the course learning objectives  
  • Create the course schedule 
  • Create the course syllabus  
  • Create the interaction/communication protocols 
  • Create the instructional strategy plan 
  • Create the assessment plan which defines the means through which students will demonstrate proficiency in learning  
  • Select appropriate technology 
  • Instructor(s)
  • Instructional Designer(s)




Phase 3: Course Development 

Timeframe

Primary Goals

Resources Involved

At least 3 months before course start date

Instructional designer(s) collaborate with instructor(s) on developing course content: 

  • Collaborate with instructor(s) to develop a prototype module before starting development of the entire course
  • Instructional designer(s) conduct prototype module review 
  • Collaborate with instructor(s) to create and develop the course materials that are identified in the course design phase
  • Instructor(s) build the entire course in Canvas  
  • Instructional designer(s) train instructor(s) and TA(s) on Canvas and any additional technology to be used during the course 
  • Instructor(s)
  • Instructional Designer(s)
  • TA(s)

 

Phase 4: Course Launch and Delivery

Timeframe

Primary Goals

Resources Involved

At least 1 month before course start date

Instructional designer(s) collaborate with instructor(s) on course launch and delivery:  

  • Collaborate with instructor(s) to finalize edits. During the pre-launch review, any remaining Canvas course edits will be finalized 
  • Instructional designer(s) review and test course. Course content will undergo a review and testing process before being made available to students
  • Instructional designer(s) support the delivery of instruction: instructional designers are available throughout the course to address any concerns or issues that arise 
  • User Support Services provides technical support
  • Instructor(s)
  • Instructional Designer(s)
  • User Support Services

 

Phase 5: Course Evaluation and Revisions

Timeframe

Primary Goals

Resources Involved

Beginning with course design and delivery, and continuing 1 month after course has ended

As the course is delivered and after the course concludes, instructional designer(s) help instructors evaluate its success based on student evaluations and instructors’ experience. At the end of the semester, instructional designers meet with instructor(s) to discuss feedback, and identify and resolve (or plan to resolve) any issues noted during the course. Instructional designers also provide guidance and assistance with revising the course before its next iteration as appropriate.

  • Conduct summative evaluation throughout course delivery
  • Conduct formative evaluation: review all student feedback received
  • Analyze students’ performance  
  • Create a change list: a prioritized “punch list” of course changes based upon feedback from students, colleagues, and instructor observations 
  • Make changes as appropriate
  • Program Directors / Department Chairs
  • Instructor(s)
  • Instructional Designer(s)

 

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