Elements of an Online
Syllabus
Contact: Melody Buckner
Instructional Designer
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Define the purpose of a syllabus
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Explain difference between an
on-campus syllabus and online
line syllabus
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Identify critical components of
an effective online syllabus
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Convert a traditional syllabus
into an effective online syllabus

Identify some “best practices” to
use in the design of an online
syllabus
Objectives of this presentation
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The basic elements and
guidelines for the course

Outline the expectations of the
faculty and the students
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Foundation for measuring the
learning experience in the course
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A contract or agreement between the faculty
and the student
The Purpose of a Syllabus
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On-campus syllabus
◦ abbreviated because there is
verbal explanation.
◦ can be clarified in class.
◦ the faculty sets the tone in person
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Online syllabus
◦ requires no verbal explanation.
◦ must stand alone and serve as a
guide for the student.
◦ the syllabus set the tone
electronically
On Campus vs. Online
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Course Description
Goals and Objectives
Required Texts
Grading Policies
Academic Policies
Contract between
faculty and student
Similarities of
On-Campus/Online Syllabus
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Outline time commitment
Explain instructor availability
Describe the pace of the
course
Due dates must account for
time zones
Explain how to submit
assignments
Difference of
On-Campus/ Online Syllabus
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Links can be placed into
syllabus for more explanation
Navigation of course
management system
Define the responsibilities and
expectations of student and
faculty
◦ Role of faculty is: facilitator,
evaluator, etc.
◦ Role of student is: active learner,
peer reviewer, facilitator, etc.
More Difference of
Online Campus/ Online Syllabus
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Welcome
Faculty information
Course description
Course
goals/objectives
Required text/
materials
Course requirements
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Student expectations
Student evaluations
Technical support
Technical
requirements
Calendar of events
Features of an online syllabus
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E-mail students the week before
class begins
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Describe the map or flow of the
online course
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Emphasize the importance of
reading the syllabus
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State that the syllabus is a
contract
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Conduct a quiz over the syllabus
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Post a discussion area for
questions about the syllabus
The Welcome
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Photo
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Contact information

Office hours
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Biography information
◦ E-mail address
◦ Phone number (office, cell,
Skype)
◦ Both synchronous and
asynchronous
◦ State how often you will be
checking in on the course
◦ Professional
◦ Personal (if desired)
Faculty Information
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Catalog description

Course goals or objectives

Outline course expectations
◦ What am I going to learn
◦ Why is this important to me
◦ What the course is not…
 Self-pace
 Independent Study
 Easier or less time than a
face-to-face course
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Any other specific course
information
◦ Pre-requisites
Course Description
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Supply the ISBN with title
and edition of any text
◦ Recommend where to
purchase
◦ Give links, if possible
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Supply information about
accessing published
material on the library
database
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List any Internet resources
with links
Require Text and Materials
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Describe all activities required of the students during
the course including:
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Readings
Assignments
Projects
Research
Group work
Assessments
Etc.

State again the objective/goal/reason
behind the requirements
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State the flow of the course
◦ Weekly or by unit or self pace
Course Requirements
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Define participation
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◦ Is it part of the grade?
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Responsibilities
◦ As an individual
◦ As a group member
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Time commitment
Due dates
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◦ time zones
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Discussions
(asynchronous/synch
ronous)
Rubrics help define
expectations
Describe the pace
and flow of the
course
Policy on plagiarism,
academic integrity,
and ADA compliance
Student Expectation
Explain grade criteria
 List the components of the total
course grading system
 Describe the grading
percentages, points or scale
 Explain the criteria for passing
the course or obtaining the
various levels of grades
 Explain late policies
 Describe objective and
subjective assessment
 Supply students with a Rubric!
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Student Evaluation
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Objective assessment is when there is only one
answer. Examples include:
◦ Multiple Choice
◦ True/False questions
◦ Matching
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Subjective assessment is when there may be more
than one way to answer. Examples include:
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Extended response
Essay
Project based
Peer reviews
Reflections or self-review
Good idea – Supply students with a Rubric!
Objective vs. Subjective
Example of a
Standard Grading Rubric
Example of a
Peer Review Rubric
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List the University technical support
◦ 24/7 phone number
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If available supply the course
management system’s (CMS)
technical support website
or helpline
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Contact information for
any other resources
Technical Support
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Include hardware and
software requirements
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List any software or
plug-ins requires and
where to obtain them
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List required auxiliary
devices
◦ Head sets
◦ Web cam
◦ Microphones
Technical Requirements
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Visual representation of:
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This can be done in
several forms:
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Assignment due dates
Assessments
Discussion posts
Group work
Availability of faculty
(or unavailability)
Calendar
List or Table
Spreadsheet
Timeline
Calendar of Events
Example of
Calendar of Events
Example of
Calendar of Events
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Objectives in each module

Create the first assignment to
orientate the student to the
online environment
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Explain how the online
environment is different from
the on campus environment
 Student centered (the learner must
be proactive)
 High level of learning involving:
◦ Critical thinking skills
◦ Reflective assignments (writing skills)
◦ Cumulative assignments
(organization skills)
Best Practices in an Online course

Maryland Online Training of Faculty New
to teaching online:
http://www.mdfaconline.org/index.html
Additional Resources