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Consistent and meaningful instructor presence is one of the most important drivers of student success and satisfaction in online courses (Roddy et al., 2017). However, establishing instructor presence online can be challenging. In fact, studies have shown that many online students feel their instructors are largely invisible (Tichavsky et al., 2015).

The most difficult task in transitioning from on-ground to online teaching is determining the best way to emulate the community and engagement inherent in a face-to-face classroom.Consider this: Your online classroom can be even more engaging than an on-campus classroom. Simple tools, such as discussion forums and announcements, can elevate your classroom immensely.

Game-based learning (GBL) is a learning experience, or set of learning experiences, delivered through gameplay or game-like activities with defined learning outcomes. GBL is often confused with gamification, which is the application of game elements to a non-gaming experience. GBL engages students cognitively, emotionally, behaviorally, and socioculturally (Plass et al., 2015). Many factors should be considered when designing GBL, including narrative, player positioning, and interactive design (Dickey, 2005).

While Open Educational Resources (OERs) can take on many forms, including assignments, videos, and articles, open textbooks have provided students with more affordable options for accessing and purchasing required course materials.

To foster academic integrity, pair anti-plagiarism tools with clear conduct expectations and authentic low-stakes assessments. When designing and teaching online courses, maintaining academic integrity is frequently top of mind. In many cases, faculty may opt to adopt third-party tools to monitor student work. Despite the prevalence of academic monitoring software in online courses, however, the most powerful tools for promoting academic integrity are introduced much earlier in the course build process.

Transferring your course online opens a world of possibilities. In fact, you might be tempted to spend hours trying to locate and learn new educational technologies, or to rebuild your entire course in the learning management system (LMS). But while effective use of technology can certainly enhance learning experiences, it can also introduce obstacles for both faculty and students.

From time to time instructors may want to include in their courses copyrighted materials like images, print content, audio recordings, or videos. The University of Minnesota Libraries define copyright as “the area of law that deals with creation, ownership, sale, and use of creative and expressive works.”

So, you are building a course for the online environment. What an exciting adventure! When building an online course, you may use a similar method to what you used when developing a course previously, or you may use an entirely new technique. Either option is a good option. But, you may have a few questions when you first begin such as: How do I organize my materials? How do I display my materials? How do I make sure my students work together?

For many people, “online learning” conjures images of successive videos, shot in a studio or perhaps on location, featuring high production value and expert, polished speakers, interspersed with short quizzes or activities. Indeed, strongholds such as MasterClass, LinkedIn Learning, and Coursera have mastered this formula and led many to believe that it is the recipe for success. While the economic success of these companies is undeniable, the effectiveness of an online course is measured by student success. When done well, video can have a positive impact on student learning (Clark & Mayer, 2011). Rather than designing your course according to the economic model, follow the evidence and research-based principles of visual communication, cognitive science, and online learning to decide when and how to create instructional videos. Through careful consideration of your learners, your objectives, your constraints, and the following best practices, you can spend your time and resources creating only the most essential videos. For a visual aid that accompanies this article, see the Video Planning Decision Tree.