SF College Online Course Design Checklist Revised 08-01-19 – Updated Resources Page 1
SF College Online Course Design Checklist
This checklist contains a list of design criteria that should be observable in any exemplary online course. It does not look at
discipline content, only research-based, best practice design elements that contribute to student success. The third column
includes links to examples and resources to help you better understand each criteria.
I. Course Overview Criteria
Support Resources
(CG=Canvas Guides)
a. Homepage gives a brief
description of course, faculty
information and how to begin.
The course should have a landing page/home
page that includes important course
information and links, instructor contact
information and contact guidelines, and an
indication of how to get started.
How to et Front Page - CG
How to use ourse Home Page - CG
How to create custom button
How to create Hyperlink - CG
b. Early in the course students are
welcomed and provided an
overview of the course.
An overview of the course is important for
students to understand the purpose of the
course and how it is structured. Information
may be found on the homepage and/or the
c. Course layout is easy to
navigate.
Faculty should use the standard Canvas
navigation (left menu), place the course
content in the “modules” link, and inactivate
unused links. When content is organized in
modules, it creates a seamless flow that is
easy to follow. Placing all content in modules
and hiding redundant Canvas navigation links
will alleviate confusion.
Course Navigation Links - CG
Modules - CG
d. Course syllabus is posted and
contains all appropriate
information from the syllabus
template.
Using the syllabus template ensures all
appropriate information is provided: i.e.,
resources, netiquette, student code of
conduct, DRC info, and technical skills
e. Key information is located in
more than one location.
Key information (i.e., required proctored
exams, field work, institutional policies, etc.)
is found on the syllabus, and in additional
modules if needed; but avoid redundant links
and be sure all links are consistent and up-to-
f. Course includes an introduction
of the instructor.
Faculty should include an introduction on the
homepage or in the first module. This can be
a video, photo or other image.
Creating a positive presence in an
Online course
g. Course includes an opportunity
for students to introduce
themselves to each other.
Introduction can be a self-introduction to the
class, an introductory discussion or
something similar. Suggest that students
post a picture or other image. Note – this is a
good activity for faculty to use to mark “has
7 tips for successful student
introductions in an online class