What is different about a syllabus for an online course?

There are more similarities than differences in a syllabus for an online versus an in-person course. However, some concepts are essential when creating an effective online course syllabus. Although both syllabi contain all of the same sections and components, an online syllabus must account for little to no in-person interactions. As a result, an online syllabus must include much more detail to provide the necessary guidance and instruction students need to succeed in the course.  

Here are some suggestions when converting an in-class to an online course syllabus.

Course Description.  Only minor changes are needed to communicate that the course will be delivered online or as a hybrid.

Course learning outcomes. These should be the first thing you review because these may need to be adjusted slightly given the course will be online. Although we all believe and sincerely hope this is still temporary, we have to make sure we continue to ensure the students meet the defined learning outcomes for the course.  Therefore, it is crucial to make sure what you have written and defined regarding what you expect the students to achieve by the course's end is doable and assessable in an online course format.

Course policies and procedures.  This is a section that will require some definite changes. Because students will be learning mostly online, you will likely need to make adjustments in how the course will run. Best practices for an online syllabus include making sure it provides clear, well-written, detailed information about all aspects of the course. This includes how students will engage, what the requirements and expectations are in terms of attendance or participation for live (synchronous) learning activities and asynchronous ones, what defines participation, such as the number, length, or timing of discussion posts. The clearer you are about what you expect of the students and communicate complete guidelines, expectations, and deadlines for course activities and events, the better for everyone. 

Course instructional objectives.  As previously mentioned, once a full review of the course learning outcomes is completed and adjustments made, a review of the instructional objectives will also need to be done to maintain alignment between the learning outcomes and instructional objectives.

Grading and assessment.  The last critical section of the syllabus that should be reviewed and revised is the grading and assessment section. If you have changed any of the tools or methods of assessments, including format changes, those changes must be reflected here. For all syllabi, the grading and evaluation section should include detailed descriptions, guidelines, and requirements about each item of assessment and the percentage it contributes to the final course grade.  

Other things to keep in mind.

Technology and support.  An online course must provide students with contact information for support and guidelines to help them troubleshoot digital and technology issues they may be encountering. Make sure students have this information and how to access it if needed.

Communication.  Regardless of whether classes are in person or online, information about when and how you are available to the students is important. In the virtual learning environment, rather than create “open” office hours, it may be better to have students contact you and suggest some times to meet. It can also help provide options for the method of connection, such as by phone or video. Defining your availability and response time parameters is also essential so that when the student reaches out, you can find a mutually acceptable time and format.

Completed Syllabus. We all strive to have our syllabus complete by the time the course starts. But the reality is many of us don’t. We may have most of it done, but some sections are left vague or not included because we haven’t decided what we want to do or simply haven’t finished it. However, the syllabus should be complete for online or hybrid courses by the first day of class. With all of us working or learning from home, there are other responsibilities and more distractions that can arise. Like us, our students need to figure out how to manage and navigate their time. Knowing all the course expectations and requirements on the first day helps to ensure they create the time needed to be present and engage fully in the course.

In-class and online course syllabi contain the same components. However, each has slight variances depending on whether the class meets in person or online.  More attention to fully describing all aspects of an online course helps students effectively navigate and plan for their learning.

References

Ko, S., & Rossen, S. (2017). Teaching online: A Practical Guide. (4^th ed.). New York: NY, Routledge.

O’Brien, J. G., Millis, B. J., & Cohen, M. W. (2008). The course syllabus: A learning-centered approach. (2^nd ed.). San Francisco, CA: Jossey-Bass.

Organizing syllabi for online courses (n.d.) University of California – Davis. Retrieved from https://canvas.ucdavis.edu/courses/34528/pages/organizing-syllabi-for-online-courses?module_item_id=4985