Online and Hybrid Course Checklist
This web-based checklist is a valuable resource designed to help you improve your online course. As you work through it, you’ll be prompted to reflect on key aspects of course design, from ensuring clear communication with your students to organizing content in ways that support their learning.
The checklist encourages you to think about practical strategies for boosting engagement (e.g., through interactive activities, timely feedback), offering effective feedback, and fostering an environment designed to support students with a range of needs across online and hybrid modalities. By following along, you may uncover areas to improve, streamline your course structure, and enhance the overall learning experience for your students.
Online vs. Hybrid Courses
Online courses
Online courses are typically delivered fully asynchronously (students access materials and complete work on their own schedule within deadlines) or synchronously (students and instructor meet virtually at set times). All interactions, content delivery, and assessments occur in a virtual environment.
Hybrid courses
Hybrid courses blend in-person classroom sessions with online components. This requires careful planning to ensure the two formats complement each other, avoiding redundancy and ensuring a smooth learning experience. Face-to-face time might be used for activities like labs, hands-on projects, or in-depth discussions, while online components handle content delivery, quizzes, or asynchronous discussions.
This checklist provides general best practices applicable to both, but instructors should consider how each point specifically applies to their chosen delivery mode.
Introduction, Structure, & Organization
This section focuses on creating a welcoming environment, providing clear initial guidance, and ensuring the course is logically structured and easy to navigate.
Welcoming Introduction & Getting Started
- Create an introduction video to extend a warm and personal welcome to students.
- Include an instructor bio/introduction (text-based, in addition to or if not using video).
- Implement an introductory discussion forum for students and the instructor to meet each other.
- Ensure a prominent “Start Here” module guides students through initial essential actions (e.g., reviewing key course info, completing the introductory discussion, familiarizing themselves with the course layout).
Course Structure and Navigation
- Provide a clear description of the overall course structure and how to navigate it (this can be part of the intro video or “Start Here” module).
- Organize all relevant content (readings, activities, assessments) within the corresponding module/unit, avoiding separate folders for specific item types (e.g., a single “Tests” folder). Modules should be a “one-stop shop.”
- Use consistent naming conventions for modules/folders and ensure terminology is consistent throughout the course. (e.g., “Week 1: Introduction to X”, “Module 1: Foundations of Y”).
- Structure content within modules logically and consistently (e.g., Module Introduction > Learning Objectives > Readings & Resources > Activities & Assignments > Module Summary/Checklist).
Course Outline and Pacing
- The course structure in Blackboard should clearly follow the provided course outline/schedule. Organize content within the units sequentially and guide students with unit introductions/overviews.
- Create regular (e.g., weekly, per topic) units/lessons/modules that follow a consistent structure, making it easier for students to navigate and anticipate.
- Organize content within the units sequentially and guide students with unit introductions/overviews.
- Identify and communicate key recurring deadlines or time commitments. (e.g., “Initial discussion posts due Wednesdays, peer replies and quizzes due Sundays”).
Syllabus content and faculty responsibility
See Academic Affairs requirements for syllabus content here. Faculty are responsible for ensuring key course-specific details are accurately reflected in the syllabus. This would include:
- Comprehensive course description
- Specific learning objectives for the course
- Detailed instructor contact information and communication policy
- Schedule of topics and due dates
- List of required materials
- Breakdown of graded assignments and weighting
- Specific course policies not covered by university templates like late work or participation expectations
- Any required materials the students must acquire
- Links to essential student support services
Would you like to know more?
Contact IDSupport@shsu.edu for personalized guidance on creating welcoming course introductions that make powerful first impressions.
Section Notes
Learning Objectives & Course Materials
Effective courses begin with clear, measurable objectives aligned with assessments. Paired with current, accessible materials that support diverse learning styles, these elements promote clarity, motivation, and meaningful learning.
Learning Goals & Outcomes
- Ensure overall course goals provide a clear purpose and align with institutional or program goals.
- Develop specific, measurable learning objectives for each module/unit (e.g., using SMART goals or Bloom’s Taxonomy).
- Ensure learning objectives align with module/unit learning activities and assessments.
- Clearly communicate how student success and understanding of objectives will be evaluated.
Content & Materials
- Incorporate a variety of up-to-date resource types and identify relevant Open Educational Resources (OER) or real-world examples.
- Ensure all multimedia include accurate captions and/or transcripts for accessibility.
- Verify accessibility, proper citation, and copyright compliance for all external content.
- When using third-party tools, provide clear student instructions for access and support.
- Clearly label required vs. optional/supplementary materials within each module.
Would you like to know more?
Our instructional designers at IDSupport@shsu.edu can help you develop and align objectives that enhance student achievement.
Section Notes
Student Engagement & Interaction
Engaging, varied content boosts student motivation. Opportunities for peer discussions, instructor engagement, and interactive content promote active learning and community building.
Student-to-Student Interaction
- Include an introductory activity to help establish social presence and community building.
- Design structured student-to-student interactions (e.g., discussions, peer review).
- Establish clear guidelines (‘netiquette’) for all course communication.
Student-to-Instructor Interaction
- Ensure instructor contact information and communication policies are clearly stated.
- Maintain an active instructor presence through regular announcements and engagement.
- Clearly communicate expected turnaround times for assignment feedback.
Student-to-Content Interaction
- Include interactive elements to encourage active engagement with course materials.
- Provide opportunities for students to check their understanding through self-assessments.
- Design learning activities that require students to apply, analyze, or create.
- Include activities that help students connect content to their own experiences.
Would you like to know more?
Our team at IDSupport@shsu.edu can recommend specific strategies to increase engagement in your unique course context.
Section Notes
Assessment & Feedback
Well-designed assessments measure learning and foster improvement. A mix of assessment types, clear expectations, and timely, constructive feedback are crucial.
Assessment Design
- Use a mix of assessment types to allow students to demonstrate their learning in different ways.
- Include both formative (practice) and summative (high-stakes) assessments.
- Design assessments that connect to real-world applications or authentic tasks where feasible.
- Ensure the connection between assessments and learning outcomes is clear.
Clarity of Expectations
- Develop and provide clear rubrics or grading criteria for all major assignments.
- Ensure assignment instructions are detailed and provide models or examples if helpful.
- Ensure students can easily access their grades and understand the grading scheme.
Grading and Feedback
- Crucial: Ensure the Blackboard Grade Center setup perfectly matches the grading scheme in the syllabus.
- Provide timely and constructive feedback focused on improvement.
- Utilize multiple feedback channels as appropriate.
Student Support
- Consider implementing early checkpoints to identify students needing support.
- Use learning analytics appropriately to identify struggling students and inform instruction.
Would you like to know more?
For help creating innovative assessments and streamlining your feedback process, contact IDSupport@shsu.edu.
Section Notes
Accessibility & Universal Design
Effective online courses combine thoughtful design, inclusivity, and accessibility to create a meaningful learning environment where all students, not just those with documented disabilities, can thrive.
Universal Design for Learning (UDL)
- Design the course with the three principles of UDL in mind: Multiple Means of Representation, Action & Expression, and Engagement.
- Representation: Present information in multiple formats.
- Action & Expression: Provide various ways for students to demonstrate their learning.
- Engagement: Offer choices, create relevant tasks, and foster community.
- For information on our expectations as an institution, review Texas Department of Information Resources guide on accessibility.
Content Accessibility, Tools, and Documents
- Ensure all course content is fully compliant with WCAG 2.1 AA standards.
- Ensure Ally (Blackboard’s accessibility tool) is enabled and review its reports.
- Create original documents (Word, PowerPoint, etc.) accessibly.
- Ensure all uploaded files (PDFs, Word Docs, etc.) are created/remediated for accessibility.
Key WCAG Practices for Faculty
To stay WCAG compliant, design content with structure, clarity, and usability in mind. Use proper formatting and ensure all elements are readable, navigable, and understandable for all learners.
- Use true heading styles (Title, heading 1, heading 2, etc.)
- Provide descriptive alt text for images
- Use descriptive text for links that make it clear where they lead
- Ensure sufficient color contrast
- Use simple tables
- Use true list functions
Visit www.w3.org for more information about WCAG 2.1 AA standards.
Would you like to know more?
Need help making your course more accessible? Our accessibility specialists at IDSupport@shsu.edu are ready to assist.