Design Smart, Not Hard: Course Structure That Saves Time

 

One of the best ways for faculty to manage their workload in online teaching is through intentional course design. In Managing Online Instructor Workload: Strategies for Finding Balance and Success, Conceição and Lehman (2011) emphasize that clearly structured and well-organized courses reduce students' confusion and significantly cut down on time spent clarifying expectations.

 

A modular course format is key. Students know what to expect when you structure each week or module with a consistent rhythm, such as an overview, a reading, a discussion, and an assignment. This predictability means fewer emails, fewer late submissions, and fewer grading errors. It also helps students build autonomy, which supports retention and reduces reliance on faculty for routine guidance.

 

Automation is another smart design element. Learning management systems (LMS) offer tools to pre-schedule announcements, release content by date, and automate reminders. This allows instructors to frontload effort at the beginning of the semester rather than scrambling weekly. Creating templates for assignments and discussion prompts also saves time and improves your course professionally.

 

Faculty should also consider reusability when designing. Use content that can serve multiple terms or can be updated easily. For example, recording short videos that explain core concepts can be reused with minor edits, and templates for syllabi, rubrics, and grading feedback can streamline preparation.

 

Faculty Tip: Design with the future in mind. A course that runs smoothly now will run even more efficiently in subsequent semesters.

 

Reference

Conceição, S. C., & Lehman, R. M. (2011). Managing Online Instructor Workload: Strategies for Finding Balance and Success. Jossey-Bass. 

 

Design with Presence: Applying the Framework for Online Learning

 

Creating a strong sense of presence in online education is essential to bridge the virtual gap between instructors and learners. Lehman and Conceição (2010), in their book Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners, introduce a comprehensive framework for fostering this presence within online courses.​

 

Understanding the Framework for Designing Online Courses with a Sense of Presence

Lehman and Conceição's (2010) framework is built upon several key determinants that collectively enhance the feeling of presence in virtual learning environments. These determinants include:​

1. Type and Focus of Content: Align course materials with learners' needs and ensure relevant and engaging content.​
2. Format of the Learning Experience: Design the course structure to promote interaction, whether through synchronous sessions, asynchronous discussions, or a blend of both.​
3. Interactive Strategies: Implement activities encouraging collaboration, such as group projects, peer reviews, and interactive discussions.​
4. Role of the Instructor: Maintain an active and visible presence by providing timely feedback, facilitating discussions, and being accessible to students.​
5. Types of Technology: Utilize tools and platforms that support interactive and immersive experiences, enhancing learning.​
6. Support Provided: Offer resources and assistance to help students navigate the online environment effectively, address technical issues, and provide academic support.​

 

Practical Application of the Framework

To illustrate the application of this framework, consider the following strategies:​

• Before the Course Begins: Send a personalized welcome message to students, introducing yourself and outlining the course objectives. This initial communication sets a tone of approachability and openness.​
• During the Course: Incorporate regular interactive elements such as live Q&A sessions, discussion forums, and collaborative assignments to keep students engaged and foster community.​
• At the End of the Course: Provide a reflective activity where students can share their learning experiences and feedback, reinforcing their sense of contribution and presence within the course.​

By thoughtfully integrating these determinants into course design, educators can create online learning environments that convey information and build a strong sense of presence. This approach leads to more engaging, interactive, and effective educational experiences for distance learners.

 

Reference

Lehman, R. M., & Conceição, S. C. O. (2010). Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners. Jossey-Bass.