MSU Denver  Online Course Goals – Synopsis

There are many reasons to have design and facilitation goals for online courses. This document focuses on two:

• To ensure learning outcomes that, on average, match those of our in-person courses. This is always the top priority.
• To design and facilitate courses such that when students finish the course, they are excited to return to MSU Denver and take another.

Below are six goals that describe the high-altitude overview of a quality online course. There are many paths that can lead to a course that meets these goals, and MSU Denver employs a team of disciplinary experts who help faculty pick their path: The Instructional Design Group in the Center for Teaching, Learning and Design. Instructors who partner with the Instructional Design Group will find they end up with a better final course with fewer hours spent on the effort. The instructional designers know where to start, which steps to tackle when, and appropriate shortcuts.

In preparation for Fall, faculty can create courses that meet these goals through direct instructional design support, self- directed training for engaged instructors, or virtual training hours on every topic. All three options are detailed at MSU Denver Ready.

Practical and logistical aspects that affect how students experience courses:

1. Structural consistency. The course uses the institution’s learning management system and associated course template, including tools such as announcements, calendar, assignments, gradebook, etc. Students that experience consistent organization of their courses are free to spend their cognitive energy on learning, rather than navigating widely varying courses. This also ensures FERPA-protected data is secure.
2. Educational consistency. The course maintains the same number of learner goals, contact hours and homework hours as an in-person course. The idea that a three-credit course requires equivalent learner effort regardless of delivery type is a bedrock principle across higher education. Online courses maintain “contact hours” by requiring some combination of a wide variety of activities, such as synchronous video lectures, participation in discussion activities, reflection papers, etc. Faculty can review equivalencies by using the Alternative Instructional Equivalencies Guide, which also mentions the requirements for homework hours.
3. Feedback and instructor presence. The instructor is visible and active in the course on a regular basis, including giving timely, high-quality feedback on student work. Along with increasing student engagement, the “hands-on” presence of instructors is part of what separates MSU Denver from other institutions.

Methods and pedagogical aspects rooted in effective, widely accepted, and evidence-based scholarship:

1. Alignment between outcomes, activities, and assessments. The key content, activities, and assessments are aligned with stated student learning outcomes. This alignment applies to large parts of the course, and is communicated clearly and consistently to learners, so they can see how each part connects to the overall course goals. This type of alignment is a central feature of effective instructional design.
2. Accessibility and engagement by anyone. The course design and facilitation can be accessed by everyone. This incorporates aspects of Universal Design for Learning and addresses legal requirements. Along with meeting accessibility guidelines, instructors work closely with the MSU Denver Access Center when a learner identifies a needed accommodation.
3. Effective and intentionally chosen pedagogical methods. The course incorporates effective pedagogical methods, based on the context and the learners. A few examples supported by evidence and research include: active learning; clear expectations for writing and communications; formative and summative assessments that are sequenced, varied, and suited to the level of the course; timely feedback to learners with opportunities to act on that feedback.