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QM 1.2 Learners are introduced to the purpose and structure of the course. (Essential)

QM 1.2 Learners are introduced to the purpose and structure of the course. (Essential)

Owned by Gina Persichini
Last updated: Jun 13, 2025 by nicoleholten

Adult learners find it helpful to understand what they will learn, the amount of work involved, and the time they need to commit. Offering an overview of the online course helps them know what, when, where, and why they will be learning. Additionally, providing module summaries in advance explains what content, interactions, and assessments will happen within specific timeframes so that students may manage their time better.

Refresh Your Course

General Suggestions

  • Provide a course introduction activity, text explanation, video, etc. that outlines the purpose of the course within the degree or discipline.

  • Include a syllabus quiz or assignment, highlighting the most important elements of the course.

  • Add a course schedule that includes key dates, readings, assignments, or exams. This will help learners plan ahead and better manage their time. 

  • Review course questions from previous students, or predict the questions learners may have about the course, such as how to access it, navigate it, find learning materials, and understand due dates. Answer these questions during the orientation or overview to ensure clarity.

  • Clearly state the modality of the course (e.g., online, hybrid, remote) (Boise State University Course Delivery Types).

  • List synchronous meetings, if any, along with expectations for participation and attendance (ION 1).

Examples

The text below is from the home page of the eCampus Introduction to Online Course Design Content in bold is to highlight the components, this does not appear in the original text: 

“Welcome to Introduction to Online Course Design! This two-week course will introduce you to the process of designing (or redesigning) an online course. As you progress through the course, you will complete four modules that provide a theoretical framework for the course design process, as well as a chance to see online learning from the student's perspective. We're thrilled to have you with us.

Each week, we will cover two modules with several short assignments in each module due by 11:59 p.m. Mountain Time. These due dates will help you progress at an efficient pace. Plan on a workload of around 5-6 hours per week (2-3 hours per module). Modules 1 and 3 have activities due on Monday, Tuesday, and Wednesday. Modules 2 and 4 have activities due on Thursday, Friday, and Sunday. 

To begin, click Modules in the course menu, view the Getting Started, and then move on to Module 1.”

Faculty Development Opportunities

  • Effective Online Teaching

  • Intro to Online Course Design Course

Regular and Substantive Interaction (RSI)/How this standard supports RSI

  • Indirect impact: Similar to QM 1.1, if there is an activity that you participate in as the instructor, this could be relevant to RIS. If they are purely asynchronous or static without ongoing instructor engagement, then they are not relevant to RIS. 

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