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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. For more tips, see: Instructional Guidance for Teaching Synchronous Online Courses (PDF).

Downloadable options

Course Expectations and Basic Course Information

The instructor posts a syllabus in their Canvas course that clearly communicates course policies and expectations.

The instructor uses Durham Tech's Syllabus Template for Online/Hybrid/Blended Courses or another template provided by their supervisor to provide clear expectations for the class.
Guideline 1 Explanation and Resources
Guideline 1 Explanation

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.

Guideline 1 Resources

When planning your course, be sure to read and adhere to Durham Tech's Attendance Rules for Online, Hybrid, and Blended Classes

Working with the Syllabus in Canvas:

Durham Tech's Syllabus Template information

Using the Syllabus as an instructor

How to edit the Course Syllabus
The Home page of the Canvas course 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
Guideline 2 Explanation and Resources
Guideline 2 Explanation

Your course is provided with a course Home page template that you will need to customize.

First impressions matter! The course Home page is the first thing your students will see when they enter your course, making it a good place to provide your students with your instructor information and some basic course information. Help your students get off to a good start by ensuring that it is welcoming and informative.

The instructor can also add an image, welcome video, course description, list of course outcomes, or other items to make the Home page welcoming and unique.

Guideline 2 Resources

Alan's Welcome for SEC-3100C (YouTube video)

Dr. Kris's Welcome for ENG-112 (Warpwire video)

How to create a welcome video using a narrated PowerPoint

How to create a welcome video using Warpwire

Course organization and content

The Modules area of the Canvas course contains a module for each week or unit of the class. Each module includes clear and complete details for assignments and activities, including due dates.
Guideline 3 Explanation and Resources
Guideline 3 Explanation

The Modules area 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 Canvas (such as on a publisher platform), the instructor should provide a clear note in the weekly/unit folder in Modules, so it is evident what course activity is taking place and where.

Guideline 3 Resources

Building, organizing, and publishing modules (Warpwire video)

Tips and Best Practices for Effective Course Design (PDF)

Canvas Instructor Guides:

How to add a module

How to add course content as module items

How to edit a module

How to move or reorder a module

How to publish or unpublish a module

Viewing a course as a test student using Student View

Tip: When importing content from another Canvas course, all due dates must be updated! See Importing Content from a Canvas Course.
For asynchronous online classes, the instructor provides at least one activity each week for students to complete (submit).

Guideline 4 Explanation and Resources

Guideline 4 Explanation

Durham Tech’s attendance rules require all online, hybrid, and blended classes to have a “course entry quiz” in Canvas 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.

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 Durham Tech's Attendance Rules for Online, Hybrid, and Blended Classes.

Guideline 4 Resources

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Materials, resources, and examples reflect the diversity of the local and global community.
Guideline 5 Explanation and Resources
Guideline 5 Explanation

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Guideline 5 Resources

Creating Inclusive College Classrooms (University of Michigan)

Five Essential Strategies to Embrace Culturally Responsive Teaching (Faculty Focus)

Create an Inclusive Class Climate Online (UC Davis)
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.
Guideline 6 Explanation and Resources
Guideline 6 Explanation

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

Guideline 6 Resources

Using the link validator in Canvas

Student engagement

The course includes assignments that promote active learning.
Guideline 7 Explanation and Resources
Guideline 7 Explanation

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

Guideline 7 Resources

Engaging Online Students in Active Learning

Using Canvas Discussions
The course incorporates multimedia elements (such as images, videos, links to external resources) that support learning outcomes.
Guideline 8 Explanation and Resources
Guideline 8 Explanation

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

Guideline 8 Resources

Use Warpwire to create and share videos

Convert PowerPoint presentations into video lectures

Embedding multimedia with the Rich Content Editor in Canvas

Durham Tech Library video collections:

Kanopy Streaming Video for subject and discipline-specific content in Art and Art History, Architecture, Gender Studies, Global Studies and Languages, Literature, Music, Psychology, Race & Class Studies, and Sociology.

Films on Demand featuring allied health and technical education content.

AVON: Academic Video Online with more than 80,000 films in all subject areas.

Free images to use in your course:

Pixabay

Pexels

AI Image Generation with Microsoft Copilot
(Learn more about AI image prompting with Microsoft's Image prompting 101)
Opportunities are provided for students to interact with and feel connected to their peers.
Guideline 9 Explanation and Resources
Guideline 9 Explanation

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 discussion topic where students introduce themselves

group projects

peer review

student-created videos

breakout rooms in online meetings

Guideline 9 Resources

Canvas Instructor Guides on Groups

Peer review in Canvas:

Using peer review review assignments in a course

Creating a peer review assignment

How to manually assign peer reviewers

How to automatically assign peer reviewers

Viewing student peer review comments

Allowing students to create/share videos with Warpwire (PDF)

Create and manage breakout rooms in BigBlueButton Conferences

Instructor presence | Communication

The instructor maintains regular contact with students in multiple ways throughout the course.
Guideline 10 Explanation and Resources
Guideline 10 Explanation

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, Inbox, Discussions, Chat, Conferences, etc.)

Providing regular feedback to students on their work is a key component of communication (for details, see Guideline 17).

Guideline 10 Resources

Opportunities for Social Interactions with Your Online Students (PDF)

Tips for Instructor Presence in Online Courses (PDF)

Best Practices for Online Discussions (PDF)

How to use Canvas Chat

Using BigBlueButton to hold "live" (synchronous) online meetings with students

Regular and Substantive Interaction: An Overview for Instructors of Online Courses (PDF) (Everett Community College)

Communication Plans for Online Classes (University of Michigan)
The instructor posts an announcement in Canvas at least once a week to provide updates, reminders, or comments related to course content.
Guideline 11 Explanation and Resources
Guideline 11 Explanation

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 your Canvas course 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).

Guideline 11 Resources

Adding an announcement to a Canvas course

How to attach a file to an announcement

How to delay posting an announcement until a specific date

How to edit an announcement
The instructor responds to student emails and requests for help in a timely way, consistent with the response time stated in the syllabus.
Guideline 12 Explanation and Resources
Guideline 12 Explanation

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.

Guideline 12 Resources

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The instructor maintains a respectful learning environment so that all students feel included.
Guideline 13 Explanation and Resources
Guideline 13 Explanation

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

Guideline 13 Resources

Structuring the Classroom for Inclusive Teaching (UNC)

How to Make Your Teaching More Inclusive: Advice Guide (Chronicle of Higher Education - free sign-up required)

Assessment | Grading | Feedback

Assessment of student learning is aligned with course outcomes, conducted throughout the duration of the course, and uses multiple methods.
Guideline 14 Explanation and Resources
Guideline 14 Explanation

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.

Guideline 14 Resources

Why should assessments, learning objectives, and instructional strategies be aligned? (Carnegie Mellon University)

Online Assessment (Penn State)
Assessments are designed and administered to uphold academic integrity. Online tests and quizzes use recommended settings to deter cheating and minimize technical problems.
Guideline 15 Explanation and Resources
Guideline 15 Explanation

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 Canvas 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 Canvas.

Guideline 15 Resources

Best Practices for Online Testing (PDF)

Simple Scalable Academic Integrity Tips

Webinar recording: Resources for Encouraging Academic Honesty on Online Tests (Microsoft Stream video) – presented by Karen McPhaul and Scott Berrier on 10/7/2021

Proctoring options at Durham Tech:

On-campus proctoring
In-Person Proctored and Make-Up Testing Faculty Guidelines (Center for Academic Excellence)

Online, automated proctoring:

Proctorio Info for Instructors

Proctorio Info for Students
The Canvas Gradebook is set up and consistent with the grading procedures stated in the syllabus. Grades are posted regularly, allowing students to track their progress.
Guideline 16 Explanation and Resources
Guideline 16 Explanation

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.

Guideline 16 Resources

Canvas Instructor Guides for Gradebook
The instructor provides timely, specific, actionable feedback to students on their work, consistent with expectations stated in the syllabus or other course documents.
Guideline 17 Explanation and Resources
Guideline 17 Explanation

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. Missing assignments should receive a grade of zero as you grade weekly submissions. This helps give the student an accurate grade at any moment during the semester. It is also helpful to allow students to see Total Grade during any point of the semester.

To be useful to students, feedback and grades should be provided before subsequent, related assignments are due. Simple assignments should be graded within 72 hours and more complex assignments (e.g., papers) should be graded within 1 week.

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).

Guideline 17 Resources

How to use SpeedGrader

Entering and Editing Grades in SpeedGrader

Annotating Student Work in SpeedGrader Video (presented by Heidi Redmond, professional Canvas trainer, about 10 minutes)

Hiding student names in SpeedGrader (hiding students' names allows you to provide anonymous grading, an equitable grading practice)

Using a rubric to grade submissions in SpeedGrader

Canvas Instructor Guides for SpeedGrader

Legal Obligations

The instructor makes a good faith effort to comply with copyright laws and fair use principles.
Guideline 18 Explanation and Resources
Guideline 18 Explanation

N/A

Guideline 18 Resources

Durham Tech Library’s Guide to Copyright
Course design indicates a conscious effort to comply with accessibility standards.
Guideline 19 Explanation and Resources
Guideline 19 Explanation

Full-time faculty and adjuncts who teach online/hybrid/blended courses (credit and noncredit) are highly encouraged to complete the Fundamentals of Digital Accessibility (FunDAI) online workshop. Faculty should 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

Guideline 19 Resources

Coming soon!

Launching the course

Prior to the start of the course, the instructor sends a welcome email explaining when and how the course will start, how to log in, the course entry quiz requirement, any special tools or materials needed, etc.
Guideline 20 Explanation and Resources
Guideline 20 Explanation

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.

If your course is published, use the Inbox tool in Canvas to send the welcome message

If your course is NOT published, download your students’ email addresses from Self-Service and then email them through Outlook.

NOTE: If you post an Announcement in Canvas while your course is unpublished or if the start date is in the future, students will NOT receive the announcement notification.

Guideline 20 Resources

Alan's Welcome Email for SEC-3100C (PDF)

Dr. Kris's Welcome Announcement for ENG 112 (PDF)

Student Resources

Logging in to Canvas

Durham Tech website: About Online Learning
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.
Guideline 21 Explanation and Resources
Guideline 21 Explanation

Instructors may publish their courses before the class start date; however, be aware that students will be limited to “read-only” access in the course until the start date. This means students will be unable to submit work prior to the course start date.

Guideline 21 Resources

Publishing your Canvas course

Adding an announcement to a Canvas course
An orientation is provided that introduces students to the course.
Guideline 22 Explanation and Resources
Guideline 22 Explanation

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 your Canvas course

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, etc.)

Guideline 22 Resources

Dr. Kris's ENG 112 Orientation (Warpwire video)

Student Canvas Resources

Canvas Student Guide

How to create a screencast in Warpwire
The instructor provides the Course Entry Quiz on Canvas to capture each student's official entry into the course, in compliance with Durham Tech's Attendance Rules for Online, Hybrid, and Blended Classes.
Guideline 23 Explanation and Resources
Guideline 23 Explanation

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

Guideline 23 Resources

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These guidelines were developed and are maintained by Durham Tech's Distance Learning Committee.
Updates were last approved by Organizational Development and Learning Council on April 26, 2024.