assignments in online courses

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Creating and Adapting Assignments for Online Courses

Online teaching requires a deliberate shift in how we communicate, deliver information, and offer feedback to our students. How do you effectively design and modify your assignments to accommodate this shift? The ways you introduce students to new assignments, keep them on track, identify and remedy confusion, and provide feedback after an assignment is due must be altered to fit the online setting. Intentional planning can help you ensure assignments are optimally designed for an online course and expectations are clearly communicated to students.  

When teaching online, it can be tempting to focus on the differences from in-person instruction in terms of adjustments, or what you need to make up for. However, there are many affordances of online assignments that can deepen learning and student engagement. Students gain new channels of interaction, flexibility in when and where they access assignments, more immediate feedback, and a student-centered experience (Gayten and McEwen, 2007; Ragupathi, 2020; Robles and Braathen, 2002). Meanwhile, ample research has uncovered that online assignments benefit instructors through automatic grading, better measurement of learning, greater student involvement, and the storing and reuse of assignments. 

In Practice

While the purpose and planning of online assignments remain the same as their in-person counterparts, certain adjustments can make them more effective. The strategies outlined below will help you design online assignments that support student success while leveraging the benefits of the online environment. 

Align assignments to learning outcomes. 

All assignments work best when they align with your learning outcomes. Each online assignment should advance students' achievement of one or more of your specific outcomes. You may be familiar with  Bloom's Taxonomy,  a well-known framework that organizes and classifies learning objectives based on the actions students take to demonstrate their learning. Online assignments have the added advantage of flexing students' digital skills, and Bloom's has been revamped for the digital age to incorporate technology-based tasks into its categories. For example, students might search for definitions online as they learn and remember course materials, tweet their understanding of a concept, mind map an analysis, or create a podcast. 

See a  complete description of Bloom's Digital Taxonomy  for further ideas. 

Provide authentic assessments. 

Authentic assessments call for relevant, purposeful actions that mimic the real-life tasks students may encounter in their lives and careers beyond the university. They represent a shift away from infrequent high-stakes assessments that tend to evaluate the acquisition of knowledge over application and understanding. Authentic assessments allow students to see the connection between what they're learning and how that learning is used and contextualized outside the virtual walls of the learning management system, thereby increasing their motivation and engagement. 

There are many ways to incorporate authenticity into an assignment, but three main strategies are to use  authentic audiences, content, and formats . A student might, for example, compose a business plan for an audience of potential investors, create a patient care plan that translates medical jargon into lay language, or propose a safe storage process for a museum collection.  

Authentic assessments in online courses can easily incorporate the internet or digital tools as part of an authentic format. Blogs, podcasts, social media posts, and multimedia artifacts such as infographics and videos represent authentic formats that leverage the online context. 

Learn more about  authentic assessments in Designing Assessments of Student Learning . 

Design for inclusivity and accessibility. 

Adopting universal design principles at the outset of course creation will ensure your material is accessible to all students. As you plan your assignments, it's important to keep in mind barriers to access in terms of tools, technology, and cost. Consider which tools achieve your learning outcomes with the fewest barriers. 

Offering a variety of assignment formats is one way to ensure students can demonstrate learning in a manner that works best for them. You can provide options within an individual assignment, such as allowing students to submit either written text or an audio recording or to choose from several technologies or platforms when completing a project. 

Be mindful of how you frame and describe an assignment to ensure it doesn't disregard populations through exclusionary language or use culturally specific references that some students may not understand. Inclusive language for all genders and racial or ethnic backgrounds can foster a sense of belonging that fully invests students in the learning community.  

Learn more about  Universal Design of Learning  and  Shaping a Positive Learning Environment . 

Design to promote academic integrity online. 

Much like incorporating universal design principles at the outset of course creation, you can take a proactive approach to academic integrity online. Design assignments that limit the possibilities for students to use the work of others or receive prohibited outside assistance.  

Provide   authentic assessments  that are more difficult to plagiarize because they incorporate recent events or unique contexts and formats. 

Scaffold assignments  so that students can work their way up to a final product by submitting smaller portions and receiving feedback along the way. 

Lower the stakes  by providing more frequent formative assessments in place of high-stakes, high-stress assessments. 

In addition to proactively creating assignments that deter cheating, there are several university-supported tools at your disposal to help identify and prevent cheating.  

Learn more about these tools in  Strategies and Tools for Academic Integrity in Online Environments . 

Communicate detailed instructions and clarify expectations. 

When teaching in-person, you likely dedicate class time to introducing and explaining an assignment; students can ask questions or linger after class for further clarification. In an online class, especially in  asynchronous  online classes, you must anticipate where students' questions might arise and account for them in the assignment instructions.  

The  Carmen course template  addresses some of students' common questions when completing an assignment. The template offers places to explain the assignment's purpose, list out steps students should take when completing it, provide helpful resources, and detail academic integrity considerations.  

Providing a rubric will clarify for students how you will evaluate their work, as well as make your grading more efficient. Sharing examples of previous student work (both good and bad) can further help students see how everything should come together in their completed products. 

Technology Tip

Enter all  assignments and due dates  in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to  develop rubrics  for every assignment in your course.  

Promote interaction and collaboration. 

Frequent student-student interaction in any course, but particularly in online courses, is integral to developing a healthy learning community that engages students with course material and contributes to academic achievement. Online education has the inherent benefit of offering multiple channels of interaction through which this can be accomplished. 

Carmen  Discussions   are a versatile platform for students to converse about and analyze course materials, connect socially, review each other's work, and communicate asynchronously during group projects. 

Peer review  can be enabled in Carmen  Assignments  and  Discussions .  Rubrics  can be attached to an assignment or a discussion that has peer review enabled, and students can use these rubrics as explicit criteria for their evaluation. Alternatively, peer review can occur within the comments of a discussion board if all students will benefit from seeing each other's responses. 

Group projects  can be carried out asynchronously through Carmen  Discussions  or  Groups , or synchronously through Carmen's  Chat function  or  CarmenZoom . Students (and instructors) may have apprehensions about group projects, but well-designed group work can help students learn from each other and draw on their peers’ strengths. Be explicit about your expectations for student interaction and offer ample support resources to ensure success on group assignments. 

Learn more about  Student Interaction Online .

Choose technology wisely. 

The internet is a vast and wondrous place, full of technology and tools that do amazing things. These tools can give students greater flexibility in approaching an assignment or deepen their learning through interactive elements. That said, it's important to be selective when integrating external tools into your online course.  

Look first to your learning outcomes and, if you are considering an external tool, determine whether the technology will help students achieve these learning outcomes. Unless one of your outcomes is for students to master new technology, the cognitive effort of using an unfamiliar tool may distract from your learning outcomes.  

Carmen should ultimately be the foundation of your course where you centralize all materials and assignments. Thoughtfully selected external tools can be useful in certain circumstances. 

Explore supported tools 

There are many  university-supported tools  and resources already available to Ohio State users. Before looking to external tools, you should explore the available options to see if you can accomplish your instructional goals with supported systems, including the  eLearning toolset , approved  CarmenCanvas integrations , and the  Microsoft365 suite .  

If a tool is not university-supported, keep in mind the security and accessibility implications, the learning curve required to use the tool, and the need for additional support resources. If you choose to use a new tool, provide links to relevant help guides on the assignment page or post a video tutorial. Include explicit instructions on how students can get technical support should they encounter technical difficulties with the tool. 

Adjustments to your assignment design can guide students toward academic success while leveraging the benefits of the online environment.  

Effective assignments in online courses are:  

Aligned to course learning outcomes 

Authentic and reflect real-life tasks 

Accessible and inclusive for all learners 

Designed to encourage academic integrity 

Transparent with clearly communicated expectations 

Designed to promote student interaction and collaboration 

Supported with intentional technology tools 

• Cheating Lessons: Learning from Academic Dishonesty (e-book)
• Making Your Course Accessible for All Learners (workshop reccording)
• Writing Multiple Choice Questions that Demand Critical Thinking (article)

Learning Opportunities

Conrad, D., & Openo, J. (2018).  Assessment strategies for online learning: Engagement and authenticity . AU Press. Retrieved from  https://library.ohio-state.edu/record=b8475002~S7 

Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies.  American Journal of Distance Education ,  21 (3), 117–132. https://doi.org/10.1080/08923640701341653   

Mayer, R. E. (2001).  Multimedia learning . New York: Cambridge University Press.  

Ragupathi, K. (2020). Designing Effective Online Assessments Resource Guide . National University of Singapore. Retrieved from  https://www.nus.edu.sg/cdtl/docs/default-source/professional-development-docs/resources/designing-online-assessments.pdf  

Robles, M., & Braathen, S. (2002). Online assessment techniques.  Delta Pi Epsilon Journal ,  44 (1), 39–49.  https://proxy.lib.ohio-state.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507795215&site=eds-live&scope=site  

Swan, K., Shen, J., & Hiltz, S. R. (2006). Assessment and collaboration in online learning.  Journal of Asynchronous Learning Networks ,  10 (1), 45.  

TILT Higher Ed. (n.d.).  TILT Examples and Resources . Retrieved from   https://tilthighered.com/tiltexamplesandresources  

Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching Courses Online: A Review of the Research.  Review of Educational Research ,  76 (1), 93–135.  https://www-jstor-org.proxy.lib.ohio-state.edu/stable/3700584  

Walvoord, B. & Anderson, V.J. (2010).  Effective Grading : A Tool for Learning and Assessment in College: Vol. 2nd ed . Jossey-Bass.  https://library.ohio-state.edu/record=b8585181~S7

Related Teaching Topics

Designing assessments of student learning, strategies and tools for academic integrity in online environments, student interaction online, universal design for learning: planning with all students in mind, related toolsets, carmencanvas, search for resources.

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Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

On this page:

Rethinking traditional tests, quizzes, and exams.

• Examples from the Columbia University Classroom
• Tips for Designing Assignments for Learning

Reflect On Your Assignment Design

Connect with the ctl.

• Resources and References

Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014). 

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to: 

• Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
• Solve problem sets that have real world application; 
• Design projects that address a real world problem; 
• Engage in a community-partnered research project;
• Create an exhibit, performance, or conference presentation ;
• Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012). 

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.   

Examples from the Columbia University Classroom 

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University. 

• E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
• Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
• Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing; 
• Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
• Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article . 
• Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.  

​Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.  

Align the assignment with your course learning objectives 

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .  

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98). 

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it. 

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010). 

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education). 

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ). 

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning . 

Communicate about the assignment 

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning 

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions. 

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use. 

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment? 

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students? 

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] . 

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students. 

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback. 

References 

Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass. 

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .  

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass. 

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829  

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge. 

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. 

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80. 

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021. 

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online. 

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).  

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015    

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/  

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29. 

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396    

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass. 

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47. 

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2). 

Wondering how AI tools might play a role in your course assignments?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

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Online Course Assignments

When creating or revising a course it is important to include activities and assignments that are both interesting and of pedagogical value. Creating assignments and activities can be more challenging in online courses. To help alleviate this difficulty, this section includes several activities and assignments created by Communication instructors with experience in online teaching. Each of these activities or assignments is mapped to the NCA learning outcomes, and provides information on the time, materials, and instructions necessary for carrying out the activity or assignment. Because these documents are meant to assist in course development and design, they should not be used in their entirety and appropriate credit for any material used is expected.

• Live Policy Advocacy Assignment  - Pat Gehrke
• Live Policy Advocacy Assignment Preparation Project  - Pat Gehrke
• "What Not to Do on Video” Speech Assignment  - Natalie Holley
• Digital Storytelling Group Project  - Megan Pope
• Computer-Mediated Communication - Jeff Kuznekoff
• Experiencing the Digital Divide - Nicholas Bowman
• The Internet as Communication  - Ruth Tsuria
• Media & Cultural Difference, Media & Children - Hocheol Yang
• Multiple Stories Activity: Intercultural Communication - Mary Meares
• Cultural Snapshot Assignment: Intercultural Communication - Megan Tucker
• Intercultural Communication: Cultural Identity Forum - Karen Anderson-Laine
• Intercultural Communications: Case Paper Study - Julian Teixeria
• Interpersonal Communication: Personal Diversity PowerPoint - Juanita Doyon
• Team Ethics Project - Patsy Totusek
• Social Exchange Theory Application Homework - Patricia Vorndran
• People Watching: Nonverbal Communication Interpretation - Kim Weismann
• Introduction to Strategic Communication: IMC File and Reflection Paper - SunYoung Park
• Online Assignment Template: Media Follower - Megan Bell
• Introduction to Strategic Communication: IMC Campaign Planning - SunYoung Park
• Communication Theory: Blogging Theory - Danielle Stern
• Communication Theory, All Humanities: Wiki Glossary Challenge - John Radwan

Rethinking Online Assignments

Main navigation.

Assignments and assessments designed to be used in person might be less effective when adapted for online learning. These strategies for rethinking learning activities for online courses can help you address these issues.

Clearly communicate assignment instructions

We often take for granted the many informal interactions that occur in a face-to-face setting. Simple clarifications, adjustments, and reassurances about assignment due dates, requirements, and expectations can be lost when going online. Consider the following strategies to address this:

• Make instructions clear and explicit. Provide students with clear guidance about exactly what needs to be done, when assignments are due, and how this will affect their grades.
• Allocate more time to communicating with students. Be prepared to spend more time communicating assignment instructions, sending reminders, answering questions, or clarifying requirements.
• Be meticulous with assignment instructions. Keep assignment instructions consistent in how and where they appear in the online learning space. Be sure to highlight any changes.
• Keep it simple. Avoid elaborate assignments that require overly complex instructions. Or, if such an assignment is important to your course, dedicate extra time to reviewing the instructions.

Make assignments easy to manage

Online coursework, particularly with asynchronous elements, gives learners more choices around how they can engage with the course. This can provide more flexibility and freedom, but it requires students to effectively and proactively manage their own learning. Help your students focus more on learning and less on managing their workload with these strategies:

• Chunk big assignments.  Large assignments put a lot of stress on particular weeks, so losing a week of work for any reason can heavily impact student success. A well-designed online course spreads the workload out as evenly as possible. With a little planning, it is also easy to accommodate extended time for short assessments . 
• Create routines and habits.  Consider repeating assignments that occur regularly, like weekly reading reflections, daily problem sets, or regular discussion forums. Create predictability by having regular due dates and instructions.
• Make the content needed for assignments convenient. If students need a particular article or weblink for an assignment, make it available with the assignment instructions. Clearly label files and materials so students can easily identify what they need to complete an assignment.

Be intentional about community and student input

You may find that meaningful engagement and connection happen differently in online learning than in traditional learning. Students can become disconnected from learning if the assignments are not meaningful to them, especially with asynchronous formats. These strategies can help you to get students more engaged with assignments:

• Try group projects, if it makes sense.  While group projects can be more difficult to organize, they are a great way to get students in the course to know each other and build a learning community. 
• Introduce low-stakes community-building assignments.  Try starting students off with something very simple, like a self introduction exercise, that lets them share something about themselves and connect to one another. Then, perhaps create spaces for students to get to know each other and deepen connections around shared interests, experiences, or communities.
• Let students influence assignments.  Consider assignments that connect to topics and issues that students care about. Include an element of student choice and gather feedback from students on the design of the assignment. You might even have students contribute to rubrics or grading criteria.

Create Your Course

130+ online course ideas & examples (plus tips on how to get started), share this article.

Online learning offers unparalleled growth and skill acquisition opportunities, making it a prime choice for those eager to advance personally and professionally. 

This article aims to inspire learners and creators by presenting course examples from a variety of fields, like marketing, design, technology, and more. From mastering digital marketing to unlocking the secrets of AI, we showcase courses that inspire and provide actionable insights for creating your own. 

Join us as we explore the diverse world of online course ideas , providing you with 130+ examples and ideas that showcase the best of what digital learning has to offer. Let’s get started on this educational journey together, where knowledge is just a click away.

Skip ahead:

Finding your profitable course topic

Online career growth and leadership course ideas, online business and marketing course ideas, online design and creativity course ideas, online personal development and lifestyle course ideas, online personal finance and money course ideas, online relationship course ideas, online music course ideas, online science course ideas, online sports & fitness course ideas, online cooking course ideas, online parenting course ideas, online religion & spirituality course ideas, online lifestyle course ideas, online technology and innovation course ideas, online academic and tutoring course ideas, other online course ideas, unlocking the power of course creation on thinkific, unleashing potential: the power of online courses.

Discovering the best online course topic isn’t just about teaching what you know—it’s about filling a need and solving real-world problems for your audience. Here’s a strategic approach to uncovering topics that can transform your expertise into a successful online course:

Identify challenges and questions

Start by reflecting on your own experiences. What obstacles have you overcome? What insights have you gained? Then, listen to your audience. What questions do they frequently ask? These inquiries and your answers highlight areas where you can provide valuable knowledge and solutions.

Conduct thorough market research

Use tools like Google Trends to gauge interest levels in various subjects. Explore forums and social media groups related to your expertise. Pay attention to the questions people ask and the problems they discuss. Are there recurring themes or frustrations with existing courses? This research can reveal untapped niches or areas where current courses fall short, offering you a clear path to make an impact.

Analyze and refine your approach

Take a close look at what’s already out there. Can you bring a new perspective to the topic? Maybe there’s outdated content that you can refresh with the latest information or trends. Consider how you can elevate the e-learning experience—perhaps through more engaging content, interactive elements, or offering personalized support and feedback. Highlighting what makes your course different sets it apart and makes it more appealing to potential learners.

Solve a specific problem

People are drawn to courses that promise and deliver solutions to their specific challenges. Define the problem your course solves in clear, direct terms. Then, outline how your course provides the solution. This approach makes your course more attractive and more actionable for your students.

Offer actionable insights and tools

Your course should empower students with practical knowledge they can apply immediately. Include actionable tips, step-by-step guides, and resources for students to implement what they’ve learned. This enhances the value of your course and boosts student satisfaction and success.

Career and leadership development courses need to resonate with the unique aspirations and challenges of your audience:

• Breaking the glass ceiling: Career advancement for women: Empower women with the tools to overcome barriers in the workplace, including negotiation tactics, strategies for increasing visibility, and overcoming gender bias, complemented by actionable advice and inspiring case studies.
• Mastering the modern job interview: Equip job seekers with the skills to excel in today’s competitive job market, from acing virtual interviews to showcasing their unique value proposition clearly and confidently.
• Effective networking strategies: Unveil the art of building and nurturing professional relationships that can open doors to opportunities, focusing on leveraging both online platforms and in-person connections.
• Leadership essentials for new managers: Transition smoothly from team member to team leader, covering effective communication, team motivation, delegation, and conflict resolution.
• Personal branding for career success: Teach professionals how to craft and communicate their personal brand online and offline to stand out in their industry, attract career opportunities, and establish themselves as thought leaders.
• Time management for productivity: Offer strategies for managing time effectively, setting priorities, and achieving work-life balance, enabling professionals to maximize productivity without burnout.
• Navigating career transitions: Guide individuals looking to make a career change, whether shifting industries, returning to the workforce, or starting a new role, with practical steps for a successful transition.

The world of online business courses can be overwhelmingly large, but focusing on entrepreneurship, marketing, and critical business skills can yield significant benefits for your students. Here are some helpful courses:

• Digital marketing fundamentals: Launch learners into digital marketing with this course. Cover the basics of SEO, content marketing, social media strategies, and analytics. Real-world case studies and hands-on projects can equip students with the skills to craft compelling digital marketing campaigns.
• Social media marketing and management mastery: This course can teach students how to effectively manage and grow social media platforms for businesses. From crafting engaging content to analyzing social media metrics, learners can gain insights into building a strong online presence.
• Content writing essentials: Guide your students through the art of creating compelling, valuable content that resonates with audiences and drives engagement. Include techniques for SEO optimization, crafting headlines, and content strategy planning.
• SEO optimization techniques: Dive deep into the tactics that make websites rank higher in search engine results. This course can cover keyword research, on-page SEO, link building, and the latest algorithms used by major search engines.
• Email marketing strategies: Show learners how to create email campaigns that convert. Topics could include list building, segmenting audiences, designing emails, and measuring success through analytics.
• Personal branding bootcamp: Equip students with the tools to build and manage their personal brand online. Cover aspects like defining one’s unique value proposition, leveraging social media, and networking strategies.
• Public speaking confidence: Help students overcome the fear of public speaking and develop the confidence to present persuasively in front of any audience. Techniques for effective speech writing, delivery, and handling audience questions could be included.
• Leadership and management skills: Teach the principles of effective leadership and management, including how to inspire teams, manage conflict, and lead projects to success. Interactive simulations and leadership challenges can provide practical experience.
• Entrepreneurship fundamentals: Dive into the nuts and bolts of starting a business, from ideation and market research to creating a business plan. Interviews with successful entrepreneurs can offer students real-world insights.
• Introduction to e-commerce: Show learners how to launch and grow an ecommerce business, covering choosing the right platform, e-commerce SEO, and mastering customer service online. Real-life success stories can significantly enhance learning.
• Financial literacy and money management: Provide students with the knowledge to manage finances effectively, covering budgeting, investing, and financial planning for both personal and business contexts.
• Introduction to public relations: Teach the basics of crafting and maintaining a positive public image for businesses, including press release writing, media relations, and crisis communication.
• Event planning and management: Guide students through the process of organizing successful events, from conception to execution, including budgeting, venue selection, and marketing.
• Introduction to freelancing: Offer insights into starting a freelance business, covering finding clients, setting rates, managing projects, and building a portfolio.

Thinkific online course example

Entrepreneurs on Fire , led by John Lee Dumas and Kate Erickson, has harnessed Thinkific to support entrepreneurs through their journey with courses like Podcasters’ Paradise, hosting a vibrant community of 3,000 students. Their strategic use of Thinkific’s features, from welcome videos to progress check-ins, has enhanced student engagement and provided valuable feedback for course improvement. Offering free courses like Your Big Idea has generated thousands of leads and bolstered their monthly revenue, demonstrating the power of online courses in growing their business and fostering a community of inspired entrepreneurs.

Unleash your inner artist with courses designed to spark creativity and enhance your aesthetic skills. Here’s a snapshot of courses tailored for the imaginative mind:

• Introduction to graphic design: Start with the basics of design principles, color theory, typography, and layout. This course is perfect for beginners aiming to understand the foundational elements that make designs stand out.
• Photography basics for beginners: Capture the world through your lens. Learn about camera settings, composition, lighting, and post-processing. Ideal for those looking to elevate their photography from snapshots to art.
• Video editing for beginners: Dive into the techniques of cutting, transitioning, and adding effects to create compelling videos. This course introduces popular editing software and storytelling principles.
• Music production basics: Explore the building blocks of music production, including beat-making, mixing, and mastering. Get hands-on experience with digital audio workstations to start producing your own tracks.
• Digital illustration techniques: This course reveals the methods behind creating digital art using tablets and software. It covers everything from basic sketches to fully rendered illustrations.
• Fashion styling and personal image: Explore the world of fashion styling, learning how to create looks that enhance personal image, understand body types, and keep up with current trends.
• Interior design essentials: Transform spaces into aesthetic and functional environments. Learn about color schemes, furniture placement, and bringing a design concept to life.
• Creative writing workshop: This workshop will unleash your imagination and refine your writing skills. It will cover storytelling techniques, character development, and crafting compelling narratives.

Dive into a world of self-improvement and well-being with courses designed to enhance your lifestyle, health, and personal productivity. Whether you’re looking to teach how to master time management, explore mindfulness, or learn a new language , there’s a course for every aspect of personal growth:

• Time management and productivity hacks: This course teaches you to prioritize, organize, and execute your daily tasks more efficiently. It offers strategies to conquer procrastination and maximize productivity, making every moment count.
• Mindfulness meditation practices: Discover the art of mindfulness and meditation to reduce stress, improve concentration, and enhance overall well-being. Suitable for beginners and seasoned practitioners alike.
• Yoga and wellness coaching: Combine the physical benefits of yoga with wellness coaching to achieve a balanced lifestyle. This course covers yoga poses, breathing techniques, and personal wellness plans.
• Healthy cooking and nutrition: Explore nutritious recipes and cooking techniques that promote a healthy lifestyle. Learn about meal planning, balanced diets, and making healthy eating a delicious habit.
• Language learning crash course: Jumpstart your journey to learning a new language with practical tips, essential phrases, and cultural insights. Ideal for travelers or anyone looking to expand their linguistic skills.
• Travel photography tips: Capture the beauty of your travels with professional photography tips. Learn about composition, lighting, and post-processing to bring your travel memories to life.
• DIY home improvement projects: Tackle home projects with confidence. This course guides you through basic repairs, renovations, and decorating techniques to transform your living space.
• Gardening for beginners: Cultivate your green thumb with tips on starting a garden, choosing plants, and maintaining your outdoor oasis.
• Self-defense and martial arts: Empower yourself with self-defense techniques and martial arts fundamentals for safety and fitness.
• Healthy living and stress management: Learn strategies to live a healthier lifestyle while effectively managing stress for a happier, more balanced life.
• Parenting tips and strategies: Navigate parenting challenges with practical advice, from managing tantrums to fostering positive development.
• Pet care and training: Ensure the well-being of your furry friends with guidance on care, nutrition, and behavior training.
• Introduction to sustainable living: Embrace a more eco-friendly lifestyle with tips on reducing waste, conserving energy, and making sustainable choices.
• Nature photography techniques: Master the art of capturing nature’s beauty with techniques suited for outdoor photography enthusiasts.
• Culinary arts and gastronomy: Learn all about culinary arts, focusing on technique, flavor, and global cuisines for aspiring chefs and food lovers.
• Holistic health and wellness: Explore a comprehensive approach to health that integrates physical, mental, and spiritual well-being.
• Mindfulness-based stress reduction: Adopt mindfulness practices, such as guided meditations and mindful living strategies, to reduce stress and improve your quality of life.
• Mastering public speaking: This course boosts confidence and public speaking skills with strategies for managing anxiety, crafting speeches, and engaging audiences, complemented by video practice assignments.
• Productivity hacks for the modern professional: Improve time management and productivity through proven strategies, digital tools, and insights from highly productive individuals.
• Building self-esteem for a fulfilling life: Address the roots of low self-esteem with exercises and strategies for positive self-perception, fostering a healthier, happier life.
• Goal setting for success: Outline effective goal-setting techniques, from vision to execution, overcoming setbacks, and tracking progress towards personal and professional milestones.
• Mindfulness for everyday living: Introduce practices to incorporate mindfulness into daily life, reducing stress and enhancing well-being through guided exercises and lifestyle adjustments.

Empowering individuals through financial education can lead to significant personal growth and stability:

• Real estate investing 101: This course unpacks the basics of real estate, touching on market analysis, choosing properties, and understanding financing. Real-life success stories illuminate the path to investment success.
• Mastering personal finance: From budgeting to saving, investing, and managing debt, this course provides the tools for financial stability. Features interactive budget planners and investment simulators for hands-on learning.
• The side hustle success plan: Explore identifying and managing side hustles, integrating them with full-time work. Success stories inspire and guide learners through the process.
• Cryptocurrency investing for beginners: Simplify cryptocurrency, covering essentials from blockchain basics to strategic investing, aimed at safe and informed participation in the crypto market.
• Navigating the stock market: A beginner’s guide to the stock market, highlighting how to read trends, manage investments, and assess risks, fostering informed and strategic investment decisions.

Improving relationships through targeted courses can offer profound benefits to your students’ personal lives:

• The art of modern dating: Tackle modern dating’s complexities, from navigating online platforms to effective communication and setting boundaries for safe, meaningful connections.
• Family harmony: Improving relationships at home: Offer techniques for better communication, conflict resolution, and strengthening family ties, with practical activities for family members to engage in together.
• Understanding attachment styles in relationships: Dive into how different attachment styles affect relationships, providing strategies for fostering secure connections, enhanced by real-life examples and expert insights.
• Effective communication in partnerships: Focus on enhancing communication between partners, covering active listening, empathy, and resolving disagreements constructively.
• Navigating parenthood together: Guide new or expecting parents through relationship challenges that present during parenting, emphasizing shared responsibilities and maintaining a strong partnership.

Online language course ideas

With globalization and the accessibility of international travel, language learning has never been more in demand:

• Conversational Spanish for travelers: Equip travelers with practical Spanish for navigating common travel situations, emphasizing useful phrases and cultural tips.
• Mandarin Chinese for business: Tailor content for professionals dealing with Chinese markets, focusing on business communication, cultural norms, and essential vocabulary.
• Rare languages rediscovered: Revive interest in lesser-known languages, offering cultural and historical context alongside language lessons, promoting cultural heritage preservation.
• French for culinary arts: Connect culinary professionals and enthusiasts with French cuisine through language, covering key culinary terms and phrases, menu reading, and ordering in French.
• English for healthcare professionals: Support non-native English-speaking healthcare workers with medical terminology, patient interactions, and professional communication within English-speaking healthcare environments.

Music courses can attract a broad audience, from beginners who want to learn a new hobby to professionals seeking to refine their craft:

• Guitar fundamentals: A beginner-friendly course focusing on chords, strumming, and simple songs, enriched with interactive play-along tracks for immersive learning.
• Vocal training for all levels: Techniques to enhance vocal range and performance, including anatomy, breathing exercises, and practice routines suitable for every singer.
• Advanced piano techniques: Dive into complex compositions, improvisation, and performance skills for those ready to elevate their piano playing.
• Drumming from scratch: Introduce learners to the basics of drumming, covering rhythm patterns, kit setup, and practice drills to kickstart their percussion journey.
• Music theory made easy: Decode the language of music, offering a foundational understanding of music theory, notation, and composition principles.
• Ukulele in a month: A fast-paced course designed to get beginners strumming, playing chords, and performing full songs on the ukulele in just four weeks.
• Electronic music production: Cover the basics of creating electronic music, from beat making and sampling to mixing and mastering using digital audio workstations.

James Testani, the founder of Good Guitarist , has transformed traditional guitar teaching into a global online school using Thinkific. His transition from one-on-one lessons to creating a comprehensive online learning experience allows students worldwide to discover guitar playing’s joy. From beginner to advanced levels, Good Guitarist offers structured courses, play-along songs, and lessons tailored to different skill sets, all made possible by Thinkific’s user-friendly platform. This hassle-free approach enables James to focus on delivering quality content, from strumming patterns to soloing techniques, ensuring students progress confidently at their own pace.

Science courses offer endless opportunities for engaging content that appeals to students and hobbyists alike:

• Fun with physics: Explore physics through engaging experiments and everyday applications, making complex concepts accessible and enjoyable.
• Mathematics uncovered: Strengthen math skills from algebra to calculus, emphasizing practical problem-solving and real-world applications.
• Exploring the universe: An introduction to astronomy: Engage space enthusiasts with lessons on celestial phenomena, space missions, and stargazing techniques.
• Biology basics: Dive into the building blocks of life, covering cell biology, genetics, and ecosystems through interactive content and virtual labs.
• Chemistry in the kitchen: Merge science with everyday life by examining the chemical processes in cooking, making chemistry relatable and fun.
• Environmental science for a sustainable future: Address global environmental challenges, sustainability practices, and the impact of human activity on the planet.
• Robotics for beginners: Introduce the fundamentals of robotics, including design, programming, and real-world applications of robotic technology.

New Scientist used Thinkific Plus to launch the New Scientist Academy, expanding its repertoire into online education alongside its established science and technology content. The platform’s simplicity and scalability enabled a quick launch, enriching their mission to disseminate scientific knowledge. Leveraging Thinkific Plus’s customization options, New Scientist integrated its distinct branding into the course design, offering an immersive learning experience. With dedicated support from Thinkific, New Scientist Academy was successfully launched within just over three months, marking a significant milestone in its journey towards diversifying revenue through online learning.

The desire for physical well-being continues to drive interest in sports and fitness courses, catering to beginners and seasoned athletes alike:

• Yoga for every body: Tailor yoga practice to diverse needs, promoting physical health and mental well-being with adaptable poses and mindfulness techniques.
• High-intensity interval training (HIIT) at home: Maximize fitness gains with minimal equipment, focusing on short, intense workouts suitable for busy lifestyles.
• Mastering the marathon: Comprehensive training advice for marathon runners, covering everything from beginner tips to advanced strategies.
• Strength training essentials: Guide learners through building muscle, improving endurance, and proper weightlifting techniques for all fitness levels.
• Zumba fitness party: Combine fun and fitness with a course on Zumba, teaching choreographed dances to energetic music for an invigorating workout.
• Pilates for posture and flexibility: Focus on core strength, flexibility, and improving posture through Pilates exercises, suitable for all fitness levels.
• Sports nutrition: Offer insights into optimizing nutrition for athletic performance, covering meal planning, hydration strategies, and supplements.

Jason Yee , leveraging his expertise as a former professional hockey player and kinesiologist, utilizes Thinkific to revolutionize how hockey players enhance their skills. Through his online coaching programs like Downhill Skating System and Train 2.0, Jason offers detailed analyses of NHL techniques and personal support, transforming players’ on-ice potential globally. Moving from WordPress to Thinkific, Jason found a seamless way to share training content, including video reviews and community feedback, significantly improving the learning experience for his clients. His pathway from free courses to paid memberships on Thinkific streamlines the learning process and effectively builds his client base.

Whether for budding chefs or home cooking enthusiasts, these courses blend culinary skill development with cultural exploration:

• The art of baking bread: Dive into artisanal bread making, from sourdough to international varieties, with a focus on techniques and the science of baking.
• Culinary techniques from around the world: Journey through global cuisines, teaching authentic recipes and culinary traditions from Italian to Japanese cooking.
• Plant-based cooking for health: Address the demand for vegan and vegetarian diets with delicious, nutritious plant-based recipes and meal planning strategies.
• Quick and healthy weeknight meals: Simplify mealtime with quick, nutritious recipes perfect for busy weeknights, including meal prep tips and kitchen hacks.
• Mastering the grill: From meat to vegetables, teach the secrets of grilling, covering techniques, marinades, and recipes for the perfect barbecue.
• Decadent desserts: Introduce learners to the art of dessert making, from classic pastries to contemporary sweet treats, focusing on techniques and presentation.
• Fermentation at home: Explore the world of fermented foods, teaching the benefits and methods of fermenting everything from sourdough bread to kombucha.

Parenting is a journey that’s both rewarding and challenging. Equip yourself with strategies and insights to navigate this journey with courses designed for today’s caregivers:

• Gentle sleep training methods: Learn techniques for fostering healthy sleep patterns in babies and toddlers, focusing on routines, sleep environments, and common sleep challenges.
• Navigating potty training: A comprehensive guide to potty training, from recognizing signs of readiness to implementing effective training methods and staying positive through setbacks.
• Mindful parenting: Integrate mindfulness into your parenting to improve communication, reduce stress, and deepen connections with your children.
• Positive discipline strategies: Discover ways to guide behavior with empathy and respect, fostering self-discipline, responsibility, and problem-solving skills.
• Raising digital natives: Equip parents with strategies to safely guide their children through the digital world, addressing screen time, online safety, and digital literacy.
• Parenting through transitions: Offer support for managing life’s big changes, from welcoming a new sibling to moving homes or navigating parental separation.
• Special needs parenting: Provide insights and resources for parents of children with special needs, covering advocacy, support networks, and fostering independence.

For those seeking inner peace and understanding, courses on religion and spirituality can provide meaningful insights and practices:

• Introduction to meditation: Master various meditation techniques for enhancing focus, reducing stress, and cultivating self-awareness, suitable for all experience levels.
• Exploring world religions: Gain an understanding of the world’s major religions, exploring their core beliefs, practices, and cultural impacts to foster greater empathy and understanding.
• The journey to self-discovery: Merge spirituality with personal growth to explore your beliefs, values, and life purpose, facilitated by reflective and mindfulness practices.
• Practicing mindfulness in daily life: Learn to integrate mindfulness into everyday activities to improve mental clarity, emotional balance, and overall well-being.
• The power of gratitude: Discover the transformative effects of cultivating gratitude, including exercises and practices to make gratitude a daily habit.
• Spiritual journaling for healing: Use journaling as a tool for spiritual exploration, healing, and expressing creativity, with prompts and practices for regular writing.
• Chakras and energy work: Explore the chakra system and energy healing practices to balance and harmonize your physical and spiritual self.

Lifestyle courses offer practical advice and skills for enhancing everyday life in various domains:

• The ultimate guide to pet care: Everything you need to know about selecting, caring for, and training your pets, ensuring their health and happiness.
• Urban gardening 101: Transform limited spaces into lush gardens, learning about container gardening, hydroponics, and urban composting.
• Mastering remote work: Maximize productivity and work-life balance while working remotely, including tips for creating effective routines and workspaces.
• Sustainable living made simple: Practical steps for reducing waste, conserving energy, and living a more eco-friendly lifestyle.
• Fitness and nutrition for busy people: Find ways to incorporate fitness and healthy eating into a hectic schedule, focusing on quick workouts and simple meal planning.
• DIY home décor and organization: Create a beautiful, organized home on a budget, with projects ranging from simple decluttering to full room makeovers.
• Travel hacking basics: Learn the art of travel hacking to save money, earn rewards, and travel smarter on a budget.

Stay ahead of the curve with courses on the latest in technology and innovation, designed to demystify complex topics and open up new realms of possibility:

• Introduction to UX/UI design: Master the fundamentals of user experience and user interface design to create intuitive and attractive digital products.
• Introduction to machine learning: Explore the basics of machine learning, from algorithms to real-world applications, and how it’s shaping the future.
• Introduction to virtual reality: Dive into the world of VR, learning about its development, applications, and how to create immersive experiences.
• Introduction to augmented reality: Discover how AR technology blends the digital and physical worlds and its potential in various industries.
• Introduction to robotics: Understand the principles behind robotics, including design, programming, and real-world applications.
• Introduction to quantum computing: Get to grips with the concepts of quantum computing and its implications for solving complex problems.
• Introduction to cybersecurity essentials: Equip yourself with knowledge to protect against cyber threats, covering encryption, ethical hacking, and digital security.
• Introduction to data science: Dive into data science, learning about data analysis, visualization, and how to extract meaningful insights from big data.

Supporting students’ academic achievements and tackling challenging subjects can be both rewarding and impactful. Here are courses designed to meet learners where they are in their educational journey:

• SAT/ACT prep success: Equip students with the tools and knowledge for test-taking success, including strategies, comprehensive review materials, and practice tests.
• STEM made easy: Simplify complex science, technology, engineering, and math concepts with engaging tutorials and interactive sessions for middle and high school students.
• College essay writing workshop: Walk students through the process of crafting standout college application essays, from brainstorming to final edits.
• Understanding literature: Dive into classic and contemporary works of literature, analyzing themes, characters, and historical context, to foster a deeper appreciation and critical thinking skills.
• Advanced placement exam mastery: Offer intensive review sessions and strategies for tackling AP exams across various subjects, aiming to help students achieve high scores.
• Language arts fundamentals: Strengthen students’ grasp of grammar, vocabulary, and writing skills, laying a solid foundation for effective communication and academic success.
• Homework help and study skills: Provide strategies for efficient studying, time management, and tackling homework, tailored to individual learning styles and needs.

Schudio has harnessed Thinkific Plus to empower UK schools and educators, providing them with a powerful online platform for learning and communication. With SchudioTV and The Ability Bridge, they offer on-demand, specialized training for engaging with school communities and supporting students with Autism and special educational needs. Thinkific Plus was chosen for its flexibility, easy integration, and ability to create customized learning experiences across multiple sites. This approach has transformed how Schudio’s clients—over 500 schools—access training and resources, making education more inclusive and accessible.

Broadening the scope of online learning to include niche and unconventional topics opens up new avenues for exploration and skill acquisition:

• Efficient trip planning for adventure seekers: Guide travelers through the nuances of planning memorable trips, including budgeting, choosing destinations, and safety considerations.
• Project management for non-project managers: Demystify project management principles and tools for professionals stepping into project management roles without formal training.
• Digital detox: Reclaiming focus in a distracted world: Offer strategies for reducing screen time, managing digital distractions, and improving digital well-being.
• Creative writing for self-expression: Encourage students to explore their creativity through writing, covering fiction, poetry, and non-fiction, with prompts and feedback to hone their craft.
• Fundamentals of personal branding online: Teach individuals how to build and maintain a strong personal brand on digital platforms, crucial for career advancement and online presence.
• Introduction to home brewing: Learn all about the art and science of brewing beer at home, covering ingredients, equipment, and the brewing process for beginners.
• Survival skills for the great outdoors: Equip adventurers with essential survival skills, including navigation, shelter building, and emergency preparedness, for confidence in the wilderness.

Creating your own online course can seem daunting, but with Thinkific, it’s a journey filled with discovery and success. Whether you’re looking to share your expertise in business, design, technology, or personal development, Thinkific provides an intuitive platform to bring your educational vision to life. 

Here’s a brief guide on how to start:

• Define your course goals: Outline what you want your students to learn. Setting clear objectives guides your content creation and helps you measure success.
• Structure your content: Organize your course into modules and lessons that logically progress toward achieving the course goals. Thinkific’s flexible structure allows for a variety of content types, including videos, quizzes, and downloadable resources.
• Engage with multimedia: With Thinkific, you can enrich your courses with multimedia elements to cater to different learning styles. From HD videos to interactive assignments, make learning dynamic and engaging.
• Leverage Thinkific features: Use Thinkific’s comprehensive set of tools to enhance the learning experience. Features like quizzes, discussion forums, and certificates of completion can significantly boost student engagement and satisfaction.
• Market your course: Thinkific offers built-in marketing tools to help you promote your course. Use coupons, email marketing, and affiliate programs to reach your target audience and drive enrollments.

Benefits of course creation on Thinkific

Course creators have harnessed Thinkific to reach thousands of students worldwide. By focusing on quality course content and leveraging Thinkific’s online course platform, they’ve seen remarkable benefits:

• Increased engagement: Interactive content and community features on Thinkific lead to higher student engagement and completion rates.
• Revenue growth: Premium pricing strategies and effective marketing tools on Thinkific enable course creators to significantly boost their earnings.
• Scalability: With Thinkific’s scalable solutions, educators can grow their audience without compromising the quality of education.
• Brand building: Thinkific’s customization options allow for a branded learning experience, helping educators establish their online presence.

Thinkific success stories

BankersHub® has leveraged Thinkific Plus to redefine financial services training, offering an all-access 12-month Passport membership that supports global financial institutions with the latest industry insights and trends. By choosing Thinkific Plus for its simplicity and scalability, BankersHub® successfully transitioned to online education, enhancing customer autonomy and engagement. Their platform, BankersCollegeTM, simplifies B2B selling and improves customer service through Thinkific Plus’s advanced features, demonstrating a commitment to staying at the forefront of financial education technology.

IntelyCare responded to the urgent educational needs during the COVID-19 pandemic by launching a free online certification course for nurses on Thinkific Plus. Reaching over 500,000 students across 30+ countries, the course’s success was amplified by social media sharing and the platform’s ability to support a large-scale rollout quickly. IntelyCare’s initiative showcases how Thinkific Plus facilitates rapid, impactful educational responses to global challenges, leveraging the platform’s robust integration capabilities and dedicated support.

Ellie Diop transformed her career setback into an opportunity by creating engaging, interactive online business courses with Thinkific Plus. Focusing on a branded and modular student experience, Ellie Talks Money Academy offers in-depth training with built-in accountability, resulting in higher completion rates and tangible outcomes for students. Her transition to Thinkific Plus enabled a more polished and effective delivery of content, emphasizing the platform’s ability to enhance the educator’s brand and student success.

Alacrity Canada

Alacrity Canada expanded its educational impact by opening its Digital Marketing Bootcamp to the public through Thinkific Plus, adapting to virtual delivery during the COVID-19 pandemic. Supporting over 6,000 students with diverse content types and interactive learning, Alacrity Academy illustrates Thinkific Plus’s flexibility and ease of use for delivering comprehensive digital marketing training. The platform’s capability to accommodate a wide range of educational materials has made it an ideal solution for Alacrity’s mission to support Canadian entrepreneurs in today’s digital landscape.

SuperHuman Academy

Jonathan Levi’s SuperHuman Academy on Thinkific exemplifies how premium online courses can elevate learning and memory skills for students worldwide. Since 2016, Jonathan has attracted over 120,000 learners to his 12 courses, focusing on productivity, lifestyle design, and personal finance. Leveraging Thinkific’s customizable platform, he’s enhanced course delivery with high-quality videos, interactive assignments, and branded content, setting his courses at a premium price to match their value. This strategic approach improved educational outcomes and allowed for creative marketing strategies, further expanding his reach.

The National Institute for Crime Prevention (NICP) quickly adapted to the challenges posed by COVID-19 by transitioning 64 hours of in-person Crime Prevention Through Environmental Design (CPTED) training to Thinkific Plus. This quick pivot, achieved in just over a month, expanded NICP’s global reach, maintaining its mission to educate law enforcement, architects, and city planners. With Thinkific Plus’s dedicated support and flexible platform, NICP seamlessly converted their expert onsite training into accessible online content, ensuring continuous learning amid global disruptions.

Latrina Walden

Latrina Walden Exam Solutions on Thinkific is a testament to the power of personalized and effective online education in the medical field. Since 2019, nearly 5,000 students have succeeded in their board exams thanks to Latrina’s engaging and comprehensive courses. With a focus on exceptional student experiences and a rapidly growing course library, Latrina leverages Thinkific’s user-friendly platform and supportive community to achieve remarkable growth, transitioning her passion for clinical education into a thriving online business that continues to expand its reach and impact.

Wallbreakers

Wallbreakers leverages Thinkific Plus to bridge the gap between recent computer science graduates and top tech companies looking for specific development skills. By offering specialized online certification courses, Wallbreakers prepares candidates to excel in the tech industry and ensures diversity in tech talent. The platform’s features, like reminder emails and analytics, have been instrumental in scaling their training programs, making it a strategic solution for both job seekers and employers aiming for excellence and inclusivity in the tech field.

Epoch Education

Epoch Education , a leader in diversity, equity, and inclusion (DEI) training, utilizes Thinkific Plus to extend its impactful DEI courses to a broader audience. Transitioning seamlessly to online education in response to COVID-19, they’ve enhanced their training delivery through engaging multimedia lessons, personalized content, and quizzes. With Thinkific Plus, Epoch Education has significantly widened its reach, offering over 50 in-depth courses that facilitate meaningful conversations and foster inclusivity in educational and corporate environments.

Online learning isn’t just about accessing information but unlocking potential. Through platforms like Thinkific, educators are empowered to share their unique insights and skills, while learners gain the flexibility to grow personally and professionally on their own terms. This article has journeyed through various online courses, from the foundational to the innovative, each designed to inspire and foster success.

Thinkific successes like Entrepreneurs on Fire and SuperHuman Academy illustrate the transformative impact of well-crafted courses. They demonstrate that online education can achieve remarkable outcomes with the right tools, a commitment to quality, and a focus on student success. Whether it’s enhancing career prospects, exploring new hobbies, or advancing technical skills, the potential is limitless.

If you’re contemplating sharing your expertise or advancing your knowledge, there’s never been a better time. Embrace the journey, harness the tools available, and see where this vast and vibrant world of online learning can take you. Learn more about creating online courses with our helpful guide, How to Make Online Learning Accessible: a Guide for Course Creators .

Stephanie is a content marketing expert with a passion for connecting the dots of strategy and content. She has worked with industry leaders including HubSpot, Oracle, Travel + Leisure, and Forbes.

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Rubrics for Assignments in Online Courses

A rubric is one of the most popular grading and assessment tools.

Here are five benefits to having rubrics as a central part of an online course:

• Goals – Due to the lack of external motivation in an asynchronous course, it is important for students to have established goals in order to remain motivated. A rubric explains exactly what their goals should be
• Expectations – In addition to goals, students need to know what is expected of them. A clear rubric creates an understanding between the instructors and students and minimizes miscommunication between them.
• Grading Consistency – Because online students are not communing in one classroom, some online courses may have larger enrollment numbers than their brick-and-mortar counterparts. Consequently, there may be more than one grader for any given assignment. A set rubric guarantees consistency and fairness for all students.
• Detailed Feedback – A strong, objective based learning assignment should enable a student to know what concept areas he has mastered and where he needs to improve. Since a rubric outlines why a student received a specific grade, that personalized feedback can guide him to do better on the next assignment and in the course in general.
• Online Discussions – A major component of most online courses is the discussion board. While it is meant to mimic the class and conversation of a traditional learning environment, it is also a graded assignment. Rubrics can reign in the subjective nature of a adding to a discussion board as well as grading it by providing guidelines for the students and the instructor.

Here are three great online resources to assist you in making rubrics for your online class:

• RubiStar – This is a free online tool which allows you to customize rubrics for any course or assignment. It provides users with a general rubric which can be personalized through its easy-to-use user interface. Users can also select customized rubrics which were created by other instructors.
• Rubrics for Online Course – This website, powered by Northern Arizona University, provides examples of rubrics which are specialized for online courses. These provide a fantastic framework for instructors when they are creating rubrics for their classes.
• Blackboard Rubrics – This LMS allows instructors to create rubrics inside of the course and directly attach it to any assignment. Instead of attaching a rubric from a different source, such as a PDF, an instructor can fill out the rubric online while he is grading the assignment. The rubric is automatically shown to the student, all within the LMS, so that he knows where to improve. Blackboard also provides instructions and a tutorial explain how rubrics work and how to best use them in the LMS.

Reference herein to any specific commercial products, process, or service by trade name, trademark, manufacturer, or otherwise, does not constitute or imply an endorsement, recommendation, or favoring by Touro College.

Rubrics – More than Just Assessment by Dr. Renee Aitkin on  Online Learning Consortium

Grading Rubrics and Online Assignments by Melissa Venable on OnlineCollege.org

Grading and Performance Rubrics by Carnegie Mellon University

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5 Basic Components of an Online College Course

Remote college courses rely on learning management systems and timely feedback from professors.

Basic Components of an Online Course

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Online courses can be either synchronous or asynchronous, and students should find a program that best suits their needs.

Thanks to modern technology, students no longer have to be bound to a physical classroom to pursue a college education. Equipped with a device and an internet connection, students can earn an associate, bachelor's or master's degree from the comfort of their own home.

“It’s the way of education, and it’s the way that students will go to school,” says Justin Louder, assistant vice president for academic innovation at Anthology, an education technology company that produces the learning management system Blackboard Learn. “A vast majority of students will take at least one online class a semester.”

Online learning is not necessarily a novelty, but its popularity has grown in recent years and is expected to continue. Online degrees have also experienced a wave of innovation and wider acceptance in recent years, says Louder, who previously oversaw online degree programs as associate vice provost of e-learning at Texas Tech University .

How distance learning is delivered varies among colleges and even professors, but most online courses have similarities, experts say. Here are five basic components of online courses students should be familiar with before signing up for classes.

The Learning Management System

When a student enrolls in an online course, they'll be asked to log in to a learning management system, or LMS.

For fully online courses, the LMS is where everything for class exists. On this platform, students can access their syllabus, see their professor's contact information and access most course materials, including online readings, videos, audio files and other resources. This is also where students participate in discussion boards – written exchanges with fellow classmates – and submit assignments.

Although some schools design their own learning management systems, most colleges use Blackboard Learn , Moodle , Canvas or Brightspace , and experts say most of these systems are similar and fairly intuitive.

"What is important for students to understand is how the professor has designed their course – including the overall structure, schedule, organization, content and resources, activities, and assessments and assignments," Eric Fredericksen, associate vice president for online learning and a professor at the University of Rochester in New York, wrote in an email. "A good practice is for professors to spend time at the beginning of the course to orient the students to the course in the LMS and to provide clarity on their expectations for students in the course."

Course Materials

The materials students use in online courses vary depending on the professor's preferences. Some online instructors prefer that students read e-books, while others suggest ordering textbooks. In some cases, the instructor may provide options, which could include a hard copy or a digital version, Fredericksen says.

"In the course I teach, I use a textbook that is part of a service from our library and students can access it and read it online at no cost to them," he says. "There are lots of different kinds of educational resources that can be used."

Other possible resources include podcasts, PowerPoint presentations, webcasts of lectures and instructional videos, which can be embedded into the LMS and available to students to watch on their own schedule. Lecture videos can also typically be made accessible to include captions and a transcript for students who need accommodations. Students can also download the audio from a lecture and listen to it on their own time.

“You think about different learning styles. Some students are auditory learners. Some students are more visual learners,” Louder says. "Online courses can appeal to all different types of learners."

Course Structure

Online courses are either synchronous, meaning students and professors are logged in and engaging at the same time like in a traditional classroom setting, or asynchronous, where students can complete assignments and watch lectures on their own time.

Undergraduate degree online courses tend to have synchronous components, such as a live class discussion, office hours or proctored exams, says Melissa Loble, chief academic officer at Instructure, an education technology company and creator of Canvas. Tools like Zoom allow instructors to conduct live lectures and break students off into small groups for further discussion.

However, the majority of classes tend to be asynchronous, experts say.

"For non-degree programs like certificates, synchronous components are more rare as they cater to a wide range of timezones and the needs of working professionals," Loble wrote in an email. "For synchronous classes, they tend to be bite-sized lectures. This is true for even courses that may have recorded content. The days of long lectures have passed, especially after COVID."

No matter the structure, a successful online course includes "high levels of interaction with the professor and their students, as well as between the students and their classmates," Fredericksen says. "This can happen synchronously or asynchronously. I believe professors need to be flexible, humorous, thoughtful and kind with their students – both online and in the traditional classroom."

As students gravitate more toward online courses, Louder says they can feel confident in the education they'll receive regardless of whether the class is synchronous or asynchronous.

“In a well-done, quality online course , student outcomes and success should mirror that of a face-to-face class,” he says. “You shouldn’t see a difference based on the modality of the course work."

Assignments and Group Projects

Students in in-person classes can expect to submit some of their work digitally, such as discussion board responses or term papers, but tests and other assignments may still be completed on physical paper. In online courses, everything is done virtually, whether a test or a group project.

Students submit their work through the LMS, where instructors can also share grading criteria and due dates. In addition to papers and discussion boards, students may be asked to create blogs or videos demonstrating their subject knowledge.

And just because online programs require less face-to-face interaction doesn't mean instructors don't require group projects. Online students usually conduct group projects through Zoom, Google Meet or another video conferencing platform. Text messaging and FaceTime calls also make it easier to complete group projects.

Professors can use the LMS to manually or automatically assign students to groups and provide a central location to share materials, Loble says. "Groups can then submit a single project to a professor for grading, as well as engage in peer review to provide feedback on the contributions each member of the group makes."

Loble says one of the biggest struggles for students in online courses when it comes to assignments is time management .

"When you are a student in an online course you have to be accountable for your own work remotely," she says. "This is hard for some students even with built-in reminders for due dates."

Online instructors use the LMS to grade assignments and give feedback. Instructors can also build online quizzes and other computer-graded activities, which can decrease the wait time for students to receive a grade.

"I do believe prompt feedback is essential for student learning," Fredericksen says. "And it is also important for professors to provide an expectation of when feedback and grades will be provided back to their students."

Alexandria Aguilera, who earned a master's in education through an asynchronous online program at Western Governors University , says she had the most interaction with her professors via virtual feedback.

"They gave very timely and detailed feedback in submitted assignments," she wrote in an email. "I even met with one one-onone to discuss the assignment I submitted. I was able to take their comments and suggestions and redo my work."

Online professors strive to create a sense of community with their students, so frequent discussion is crucial to a successful online course. Whether that's asynchronous through discussion boards or synchronous with live class discussions over video, it's common for professors to factor that participation into their grading.

To deter cheating on exams, most online professors use proctored exams or locked-down browsers. Most LMS platforms also include some type of artificial intelligence or plagiarism-detection software to ensure students submit original work.

"We are seeing an increased volume of professors giving in-person exams that are proctored, either by people or by video, during fully online courses to help address issues of academic integrity," Loble says.

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Time on Task in Online Courses

Understanding how time “works” in online teaching and course design is often a challenge for online instructors, especially those new to online education. Four distinct yet related questions can express the challenge:

• How do I determine the total time on task (per week and for the entire course) expected of students in my online course?
• How can I calculate how much time students will actually need to complete the course assignments, assessments, and other tasks?
• What should students be doing with their time to effectively and efficiently accomplish the goals and learning outcomes for my online course?
• What should I be doing with my time as an online instructor? 

Let us address each of these questions in turn.

Determining Time on Task in Online Education

The academic credit model, developed on the Carnegie unit over 100 years ago, is based on classroom hours for students and corresponding contact hours for faculty. Online courses appear not to fit this model, as by definition they do not have face-to-face classroom/seat time. The consensus within U.S. higher education is that one college credit requires 15 hours of classroom time plus additional homework time for students (typically two or three hours per hour of classroom time). How can this model accommodate courses that have no seat time?

The answer to this question is to de-emphasize the course mode or "delivery" method (online, F2F, blended, hybrid, HyFlex, etc.) and focus instead on total time on task (by course and/or week). This is the approach taken by the New York State Education Department, Office of College and University Evaluation, in its current policies for distance/online learning. The relevant section is worth quoting in full:

Time on task is the total learning time spent by a student in a college course, including instructional time as well as time spent studying and completing course assignments (e.g., reading, research, writing, individual and group projects.) Regardless of the delivery method or the particular learning activities employed, the amount of learning time in any college course should meet the guideline of the Carnegie unit, a total of 45 hours for one semester credit (in conventional classroom education this breaks down into 15 hours of instruction plus 30 hours of student work/study out of class.) "Instruction" is provided differently in online courses than in classroom-based courses. Despite the difference in methodology and activities, however, the total "learning time" online can usually be counted. Rather than try to distinguish between "in-class" and "outside-class" time for students, the faculty member developing and/or teaching the online course should calculate how much time a student doing satisfactory work would take to complete the work of the course, including: Reading course presentations/ "lectures" Reading other materials Participation in online discussions Doing research Writing papers or other assignments Completing all other assignments (e.g. projects) The total time spent on these tasks should be roughly equal to that spent on comparable tasks in a classroom-based course. Time spent downloading or uploading documents, troubleshooting technical problems, or in chat rooms (unless on course assignments such as group projects) should not be counted. In determining the time on task for an online course, useful information include: The course objectives and expected learning outcomes The list of topics in the course outline or syllabus; the textbooks, additional readings, and related education materials (such as software) required Statements in course materials informing students of the time and/or effort they are expected to devote to the course or individual parts of it A listing of the pedagogical tools to be used in the online course, how each will be used, and the expectations for participation (e.g., in an online discussion, how many substantive postings will be required of a student for each week or unit?) Theoretically, one should be able to measure any course, regardless of delivery method, by the description of content covered. However, this is difficult for anyone other than the course developer or instructor to determine accurately, since the same statement of content (in a course outline or syllabus) can represent many different levels of breadth and depth in the treatment of that content, and require widely varying amounts of time.

In sum, regardless of course mode or type of learning activities assigned, the total amount of student time on task for any RIT course (on-campus, online, independent study, capstone, etc.) should total 45 hours per credit/contact hour. To get the total number of time-on-task hours, multiply 45 times the number of credits. For a 3-credit course, for instance, that works out to 135 hours total. In practical terms, the 45 hours per credit is a minimum recommendation, as many programs at RIT and elsewhere expect more time on task per credit hour.

The hours per week vary depending upon the length (in weeks) of the course. See Figure 1 below for a breakdown of the time on task for RIT’s 3-credit course formats. To get the time-on-task hours per week, divide the total hours per course by the number of weeks. For a 1-week online course, for example, the instructor and/or course developer knows that students can expect to spend a minimum of 9 hours per week on course work.

Calculating the Time Needed To Complete Specific Online Tasks

The above guidelines from the New York State Education Department address how to determine not only total time on task, but also the time needed to complete specific learning tasks. For a variety of factors, it is far more challenging to determine the latter than the former. One of the biggest factors, of course, is student variability in ability, experience, and motivation.  Nonetheless, the higher education literature does offer at least four viable methods for calculating completion times for learning tasks in any course mode:

• The experiential method. The least studied, but probably the most common method. As McDaniel (2011) wrote, “Faculty can use their experience to estimate the time and effort needed by the typical student to engage successfully in each of the learning activities in a particular field, course, and program…Using these estimates, the designers of courses determine if students have the requisite time to meet course expectations.”
• The proxy method. Similar to the experiential method, but with a formula. Here the instructor and/or course designer first calculates how much time it takes them to complete a given task, and this figure is then multiplied by some factor. As Carnegie Mellon University (2013) explains to their faculty, “To calculate how long it will take students to read an article or complete an assignment, you can estimate that your students will take three to four times longer to read than it takes you.”
• The survey method. Involves surveying students after they have completed a given task. Carnegie Mellon University (2013) advises faculty “to ask students how long it took them to do various assignments, and use this information in future course planning.”
• The “workload estimator” tool . Built by an award-winning team originally at Rice University, but now at the Wake Forest University’s Center for Teaching Excellence (Wake Forest University, 2021), instructors at any university can use this online tool to calculate “completion times” for Reading, Writing, and Exams along a continuum of variables, including page density, number of new concepts, difficulty, and purpose.   

Learning Time for Students in Online Courses

Having addressed the determination of time on task, and the calculation of completion times for learning tasks, let us move on to the matter of what students can and should be doing with their time to effectively and efficiently accomplish the goals and learning outcomes for their online courses.

Despite some significant differences in communication technologies and pedagogical methods, online courses are similar to on-campus courses in many important respects. As we have seen, total time on task is the same for online and on-campus courses of equal lengths. Additionally, an online course will have the identical goals and learning outcomes as its on-campus counterpart. The online course must be equal in content and challenge as the on-campus course (Vai & Sosulski, 2011).

How students spend their time in on-campus and online courses is directly related to the assignments, assessments, and other tasks given by instructors. In the classroom portion of on-campus courses , students typically do some of the following activities:

• Listen to and take notes on lectures, presentations, and multimedia.
• Participate in whole-class and small-group discussions with other students and the instructor.
• Engage in experiential learning activities, such as labs, studios, field trips, and simulations.
• Practice developing new competencies.
• Take quizzes or exams.
• Write short in-class essays.

Students typically do the following as outside-class activities in on-campus courses :

• Read articles and books.
• Review class notes.
• Solve homework problems.
• Conduct and write-up research.
• Complete projects and other major assignments.
• Prepare classroom presentations.
• Meet with instructor during their office hours.

The same categories of learning tasks or activities exist in both course modes, though online instructors usually modify the on-campus activities to make best use of online communication technologies and pedagogies. It should be noted that on-campus instructors are increasing incorporating online learning tools and methods into their courses. Here are several representative samples of on-campus learning activities that have been modified for the online learning environment:

• An asynchronous video lecture may be an instructor’s commentary on the readings, with some links to illustrative images, media, or text.
• Small-group work may be a quick breakout in a synchronous web meeting or an extended discussion in the asynchronous discussion.
• Experiential learning activities can be virtual labs, in-person interviews, activities within the community, and actual or virtual field trips.
• Either the synchronous web meeting or the whole-class asynchronous discussion area will allow the instructor to expand upon the lecture. It also facilitates post-lecture Q & A and general student interaction.

As these samples suggest, online teaching and design (especially in asynchronous formats) incorporates and, at the same time, changes the discrete on-campus activities. The online lecture is both lecture and reading. Individual time and effort spent in small-group work is visible and persistent (unlike face-to-face group work) and consists of research, reading, and writing. Experiential learning activities include student reports back to the instructor and/or the entire class. Whole-class online discussion is reading, writing, and (ideally) instructor-to-student and peer-to-peer feedback/review.

Example Tasks and Completion Times for One Week of an Online Course

Here is an example of one week (9 hours) of learning tasks or activities and respective completion times for a 15-week, 3-credit course:

• Three, 15-minute chunked lectures (text or video) that cover one course topic each; links to illustrative web resources are included in each mini-lecture (1 hour).
• Assume that students spend additional time to review these lectures and explore the links to web resources (1/2 hour).
• Assign readings (1 hour).
• Require students to complete a ten-item online quiz to check their understanding of key terms and concepts from the readings and lectures (1 hour).
• Assign a discussion topic on a contemporary issue with a triple-layer response requirement (i.e., original post, responses to other classmates’ posts, responses to responses) (2 hours).
• Stipulate that small groups meet in their web-conferencing “room” and/or asynchronous discussion area to work on an iterative deliverable for their group project; for example, discussing and producing an outline of their final report (1 and 1/2 hour).
• Work on final research paper/project and presentation, which are due at the end of the course (2 hours).  

Instructional Time for Faculty in Online Courses

The following (Vai & Sosulski, 2011) is most likely how an instructor spends their time in an asynchronous online course, assuming they are both designing and teaching or “delivering” the course:

• Designing the course and creating/curating the course materials . This is typically accomplished before the course begins, and therefore not counted in calculating online teaching time.
• Posting new information after the course has been fully designed and is “live.” In response to contemporary events and student needs/interests, the instructor is putting up announcements with just-in-time videos, calling attention to relevant material outside the course shell, posting commentaries on the discussions and other activities in the course, etc., as needed.
• Checking in on student interactions, participation, and questions about the course. This most typically happens in a dedicated discussion area (i.e., a Q & A or Ask the Instructor discussion forum), but also in email and in other ways and “places” online, such as blogs, wikis, web-conferencing meetings, etc.
• Giving feedback on assignments.  Activities such as providing written comments (along with grades) when using the grade book, and giving more extensive written feedback on student worked that is posted to the assignment tool in the course.
• Class management . Includes activities such as sending out reminders of assignments that are due, grouping/pairing of students for team projects, and introducing new assignments and requirements.

Carnegie Mellon University, 2013. Solve a teaching problem: Assign a reasonable amount of work . Retrieved Dec. 2, 2021.

McDaniel, E. A. (2011). Level of student effort should replace contact time in course design. Journal of Information Technology Education , 10(10).

Vai, M. & Sosulski, K. (2011). Essentials of online course design: A standards-based guide . New York and London: Routledge.

Wake Forest University, 2021. Workload estimator 2.0 . Retrieved Dec. 2, 2021.

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Assignments in the Online Course: How Much is Too Much?

Guest Contributor: Robert Onorato

Given the seemingly unlimited, media-rich learning opportunities you can offer in an asynchronous online course, it may be tempting to craft a reading or resource list as extensive as your own time allows. But at what point will students reach the saturation point? In this article, Robert Onorato, instructor at Fordham University (NY) and a Senior Faculty Programs Consultant for Cengage, shares the experiences that have led him to his own conclusions regarding the answer to the question: “How much is too much?”

I have been teaching college courses for twenty years and I taught my first online course at least eight years ago. Since then, I have taught courses in all sorts of mixed and hybrid formats, those that were offered completely online as part of traditional degree programs, and online classes offered in fully online degree programs

I have also taken several online and hybrid courses. In addition to the content taught in these classes, the format, structure, and processes have proven extremely enlightening. It has been beneficial to “see what the student sees,” instead of experiencing courses only from the instructor’s perspective.

Online Courses: How Much Content Is Too Much?

I have often seen the tendency for some (or many) professors to include, require, or “pile on” large amounts of content in addition to traditional textbook chapters and required assignments and testing. When professors migrate content from the classroom to the hybrid format to the pure online classroom, and the physical student contact becomes further removed and distant, professors often seem to compensate for this lessened contact with increased numbers of required articles to read and videos to view.

I have taken at least three different online courses where this has happened:

• In the first short course (about four weeks), there were several required articles and research studies that were each forty to eighty pages long .
• In another, in addition to the textbook chapters, there were about a dozen articles to read in each of several modules .
• Most recently, I participated in an online course that had several units that each had ten to twelve videos that were four to eight minutes long . That’s an hour of video-watching—in addition to all of the other required work in each unit. And none of this was supplemental.

Instructors: Ask Yourselves These Questions

• Is all of this content really required?
• Do I need ten videos or a dozen articles to get a point across or present different viewpoints?
• Is three or four of each enough?

Digital technology provides what seems like unlimited space for resources and content for hybrid and online classrooms and sometimes our tendency is to fill this space. We can forget that students still have a finite amount of time and often take several courses together. It is one thing to provide supplemental material that students can view or read if that want more information. However, in my experience, professors often make this wealth of resources required.

Often the result is students who are overwhelmed, frustrated, and discouraged . Honestly, this was my reaction. I thought, “Why do I have to watch this seventh, eighth video?” Students can then become less connected and engaged in the coursework and content, and less inclined to participate in the hybrid and online formats, or to take these courses again.

Think about this as you develop your next online course and be careful to include what is needed, and not everything in the world that fits.

Robert Onorato, a Senior Consultant for Cengage in Peer-to-Peer Faculty Development, teaches Marketing, Leadership, and Operations Management at Fordham University in New York. In addition, he has established Candlewood Consulting and has authored various instructors’ resource materials. Robert has earned a B. S. in Marketing and an MBA from the University of Connecticut.

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Shaping the Future of Online Learning

Published may 22, 2024.

If you’ve been enrolled in any educational course or postsecondary educational program since 2020, chances are you’ve witnessed the rise in online learning firsthand .

The COVID-19 global pandemic shuttered storefronts, theaters, and classrooms alike, causing major disruptions in how goods and services were delivered. As consumers adopted Instacart for their grocery needs and streamed new blockbuster movies from the comfort of their living rooms, students needed an innovative way to bring their classes home. A year into the pandemic over 60% of all undergraduate students were enrolled in at least one online course , with 28% exclusively enrolled in online courses, according to the National Center for Education Statistics.

There are other reasons for the widespread adoption, including accessibility. Rural and international students who may be far removed from traditional educational institutions can now attend Harvard classes anywhere there’s an internet connection. Or, consider working adults seeking to progress or switch careers. Life doesn’t stop for a class, and attending one in-person can be prohibitive. While still challenging, logging into a virtual classroom is far more manageable. Online education is for everyone.

Technological and pedagogical developments have helped online learning progress beyond the days of discussion boards and essay uploads. Now, students can enjoy a multimedia educational experience that is rooted in the latest research, all while participating in the community of their “virtual campus”.

If you’re one of the millions of learners who have experienced online education, you might be interested to learn where it’s going next. At Harvard Online, the question, “what is the future of online learning?” guides an ongoing conversation that drives us everyday.

In this blog, we sat down with Catherine Breen , Managing Director of Harvard Online. With more than two decades of senior executive leadership at Harvard University and oversight of Harvard Online, Breen has an invaluable perspective on the future of online learning, and the exciting role Harvard Online is playing in bringing the future into the present. 

Catherine Breen, Managing Director of Harvard Online, in a team meeting.

Harvard Online (HO): How has the online learning landscape evolved in recent years? 

Catherine Breen (CB): At the beginning of the COVID-19 lockdown, there was a massive escalation in demand for online learning. Demand began to recede slowly as the months wore on and by late 2022, it started to level out. But we observed two big changes: Internally, the demand for Harvard Online content was still almost three times higher than pre-pandemic. Externally, in reaction to the demand surge, there was significant and rapid growth of new online course offerings and companies that purveyed varying types of digital products.    

HO: What is shaping the future of online learning today? 

CB: Because of the rapid and massive shift to online that occurred around the globe in the spring of 2020, the landscape changed permanently. There are many things shaping the future but here are just a few that I can see from my perspective:

• Increased adoption of online learning across all ages and levels of education: Everyone expanded their online course catalogs; new companies and offerings sprung up everywhere.
• Greater tech investment across organizations and industries: Organizations are investing more time, money, and effort into technology infrastructure, tools, and platforms to support online learning and participants in these courses.
• New pedagogical methods to bridge the gap between traditional and novel learning methods: Instructors have adapted their teaching methods for online, hybrid, and blended environments.
• Enhanced accessibility to quality education and learning experiences: Efforts have been made to improve access for students of all types, abilities, geographies, and backgrounds so that everyone can participate effectively.    

HO: What are the remaining challenges that online learning faces? 

CB: While these changes have improved the online learning experience, challenges remain, including addressing the digital divide, maximizing student engagement, and refining the quality of online courses.

The pandemic accelerated the adoption of online learning and its impact will likely continue to shape higher education for many years to come.  

HO: How does online learning contribute to Harvard's mission of promoting accessibility and inclusion in education, especially for learners who may not have traditional access to higher education?

CB: Online learning levels the playing field for learners in many ways.

Most students think that a Harvard-quality education is out of reach, for a variety of reasons. With online courses, however, learners from around the country and the world can take courses with Harvard instructors at their own pace at a more affordable price point.

Our online courses also typically incorporate a range of multimedia elements, allowing students with different learning styles to flourish. We also ensure that our online learning experiences are accessible to all learners, including those with disabilities. This commitment to inclusivity aligns with the broader goals of promoting equitable access to education.

Lastly, our online courses often include discussion forums and virtual communities where learners can connect and collaborate. This allows for interactions among students from diverse backgrounds and experiences, fostering a sense of belonging and inclusion.  

It’s clear that online learning has a lot to offer everyone, and it’s only getting better. In our next blog in this series, we’ll hear more from Cathy on how institutions can implement online learning modalities effectively. 

If you missed the first blog in this series detailing the future of online learning, you can check out the first blog here . To learn more about Harvard Online, explore our fully online course catalog here .

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Best Online Learning Platforms (2024): Top Udemy Online Courses Review Published by Compare Before Buying

Boston - May 23, 2024 —

Compare Before Buying, a leading source for comprehensive comparisons and reviews, has published an in-depth review highlighting Udemy as the best online learning service for 2024. The article explores the advantages of the platform, such as its wide breadth of courses, accessibility, affordability, and flexible learning options.

Top-Rated Online Learning Platform:

• Udemy - click here and browse through Udemy’s extensive selection of courses taught by experts

Udemy is an online hub for both learning and teaching, offering a platform where instructors can craft and share courses spanning a vast array of subjects—from programming and entrepreneurship to photography and self-improvement. Through these courses, learners gain access to a variety of resources including video lectures, quizzes, assignments, and discussions, all tailored to foster engaging and interactive learning environments.

With an extensive library boasting over 213,000 courses, Udemy covers an expansive spectrum of topics and skill levels, catering to learners worldwide. Its flexible nature allows students to learn at their own pace, accommodating their diverse schedules and commitments.

Compare Before Buying recommends Udemy for its wide range of courses, affordability, flexibility with self-paced learning, and the option for lifetime access to course materials. 

Udemy Online Courses Reviewed

As mentioned earlier, Udemy offers numerous online courses across multiple categories, such as Python, Excel, Web Development, JavaScript, Data Science, Amazon AWS and Drawing.

Among the courses highlighted in the review is The Complete Python Bootcamp From Zero to Hero in Python. It entails more than 100 lectures and over 21 hours’ worth of video content, covering real-world applications of Python such as web scraping and image processing.

Then there’s The Complete 2024 Web Development Bootcamp, which is a highly rated course in the Web Development category. It includes dozens of hours of video tutorials and interactive coding exercises and covers frontend and backend development, such as HTML, CSS, and JavaScript.

Also, the review puts a spotlight on Python for Data Science and Machine Learning Bootcamp. This course aims to teach students how to use Python for data science and machine learning applications, including data visualization with Matplotlib and Pandas for data analysis.

Last but not least is Microsoft Excel – Excel from Beginner to Advanced. It includes step-by-step video tutorials and downloadable exercise files, allowing students to pace themselves and put what they learn to the test. Plus, there’s a Q&A board available so that students can interact not only with the instructor but with one another as well.

Efficacy of Online Learning Platforms

Online learning platforms such as Udemy can be highly effective for certain individuals, but their effectiveness can vary depending on factors such as the learner's preferences, the quality of the platform and its content, and the support available.

For some, online learning offers flexibility and convenience, allowing them to access materials and participate in courses from anywhere with an internet connection. This can be especially beneficial for those with busy schedules or other commitments.

Also, online platforms often provide a wide range of resources such as video lectures, interactive exercises, and discussion forums, which can cater to different learning styles and preferences.

However, online learning also presents challenges. For instance, technical issues or limited access to a reliable internet connection may hinder the learning experience.

Click here and explore a wide range of high-quality educational courses available on Udemy. For a more thorough review of the best online learning platforms, please visit the Compare Before Buying website . 

About the company: Compare Before Buying provides news and reviews of consumer products and services. As an affiliate, Compare Before Buying may earn commissions from sales generated using links provided.

Contact Info: Name: Andy Mathews Email: Send Email Organization: Compare Before Buying Website: https://www.comparebeforebuying.com

Release ID: 89130638

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Statistics and Actuarial Science

Information for new graduate students in actuarial science, data science and statistics at the university of iowa..

Welcome New Graduate Students!

Information for NEW graduate students in Actuarial Science, Data Science and Statistics at the University of Iowa. 

Last Updated, May 31, 2024.                                   Additional  updates will be sent this summer!

Important Information for International Students

The Office of International Students and Scholars does an incredible job helping you settle into Iowa City and the University of Iowa.  They have webinars to help with:  

1. Getting Started and Making Travel Arrangements

2. Achieving Success: On-campus Involvement and Cultural Adjustment (undergraduate students)

3. Graduate Student Professionalization and Support

4. Understanding Orientation Expectations, Responsibilities, and Placement Tests (graduate students)

5. On-campus Housing Assignments and Move-in Tips (undergraduate students)

6. Student Employment

7. Money Matters - University Billing

Do you need to take the SPEC (Spoken Proficiency of English for the Classroom)?

All students for whom English is not a first language (as self-reported on their admissions application) and who have first-time appointments as graduate teaching assistants (TAs) are required to go through a testing process to assess their effectiveness in speaking English before they are assigned assistantship responsibilities. Beginning in Fall 2024, there will be a new test to assess communication in English in a classroom context called SPEC (Spoken Proficiency of English in the Classroom).  This is replacing ESPA and ELPT.  Details will be coming soon.

Any graduate student who is included in the following categories needs to have their oral English proficiency tested by the TAPE Program:

• Students whose first language is not English (i.e., learned another language first) as self-reported on their admissions application, and
• Have been appointed as a Teaching Assistant

Exemptions (may change):

• Students with an official valid (within the last two years) iBT Listening score of 25 and an iBT Speaking score of 26.
• Undergraduate degrees and/or     
• Continuous attendance of English-language schools since the age of 12 (or younger)
• Students who served as teaching assistants at other institutions of higher learning in which the language of instruction is English, if they were listed as the instructor of record for a course or led a discussion section in English for at least one year, with a year defined as either two academic semesters or three academic quarters.
• Requests for exceptions regarding the SPEC  can be submitted for evaluation to a committee consisting of the Director of ESL Programs, the Associate Dean for Administrative Affairs in the Graduate College, and a representative from University Human Resources.

Requests for exemption and exceptions must come from the department by the deadline, not the student.   Deadlines to register students for the SPEC are:

• March 1  

NOT Exemptions:

• Students who come from a country where English is one of the official languages.
• Students who are U.S. permanent residents or U.S. citizens whose first language is not English.

Testing Procedures & Results

 To be announced soon!

Graduate/Professional International Students Important Dates

July 12, 2024:  Earliest date you may enter the U.S. in F-1 or J-1 status. August 11, 2024:  Latest date by which you should arrive in Iowa City August 12 - 16, 2024: International Student Orientation August 26, 2024:  Classes begin.

Housing Information for All Students

The department has a housing webpage, please let us know if you have any questions or concerns. If you are looking for a roommate, please let us know and we can update this web page!

Looking for housing options ?

All US citizens that are financially supported (TA, RA) need to be here on August 21.

All students will register for classes the week before classes start.  International students must complete the required Orientation Program before  they can register for classes.    

____________________

Fall Classes Advising will be August 19-23

All NEW UI students must meet with their advisor prior to registration.  There is no worry about getting into any of the classes we teach.  

• IF you are an Actuarial Science MS or PhD student you will need to meet with Professor Shyamalkumar.  Email him after August 12 at [email protected] to set a time to meet to discuss what classes to take, it may be on Zoom or in his office (233 Schaeffer Hall).
• IF you are a Data Science MS, Statistics MS, or PhD student you will need to meet with Professor Boxiang Wang.  Email him after August 12 at [email protected]  to set a time to meet to discuss what classes to take, it may be on Zoom or in his office (261 Schaeffer Hall).

New Graduate College Welcome and Orientation, August 21

The Graduate College Fall 2024 Graduate Student Orientation event will take place on Wednesday, August 21, 2024.  A registration form will be sent to your UI email sometime this early summer from the Graduate College. All new doctoral and master’s students are invited to attend.  

New Teaching Assistant Orientation, August 22- required for all new supported students

Sponsored by the Center for Teaching

This event will introduce participants to the role of teaching assistant at the University of Iowa and prepare them for the first week of classes and beyond. 

Participants will discuss evidence-based teaching strategies for lesson planning, inclusive teaching, and more with Center for Teaching staff. Participants will also choose two workshops of interest to them out of several options; these will be facilitated synchronously by experienced TAs.  This is a virtual event for 9-noon.

• Sign up before August 21!

New Student Department Orientation, August 23 at 9 a.m., Room to be determined.

• All New Student Orientation —Group Introductions and General Policy Procedures.

New Supported Graduate Assistants Orientation, August 23 at 1 p.m., Room to be determined.

• Our Director of Graduate Studies will have a department review of expectations and your specific roles in our department. Teaching and grading assignments will be explained, as well as preparation, teaching tips, problems and questions, quizzes and exams, weekly meetings, grading, appropriate office use and the Sexual Harassment Prevention Education

Mailbox in 241 Schaeffer Hall 

All graduate students will have a mailbox in our main office.  The faculty do as well.  Please check your mailbox at least once a week!

Office Desk Assignment

Nearly all supported students will have a desk in one of our offices.  The assignment priority (in this order) includes Ph.D. and Fellowship candidates, research assistants, half-time teaching assistants, quarter-time teaching assistants and lastly graders.  Having a desk is a privilege and should be used only for university business.  Office assignments will be given to students on, August 23.  Keys are checked out ONLY after that time.  Please remember to keep the rooms clean and take out all trash to the large bins in the main hallways.

Set-up your University of Iowa Email

All University of Iowa students are required to activate their assigned uiowa.edu email address, as all official communication from university offices are now sent via email, rather than hard copy. This address usually follows the pattern [email protected]   (However, often a number is also attached.) 

To activate the account:

• Log on to  MyUI
• Click on My UIowa / My Email / Request Email Account
• Complete the specified steps.

Students who prefer to maintain only their work or home email addresses can do so by routing the uiowa.edu email to a work or home account. To do so, follow these steps:

• Click on My UIowa / My Email / Update Email Routing Address

Important Notes:

• If your uiowa.edu email address is routed to a different account, you will  not  need to change your address in ICON, as your messages will already forward to your routed address.
• Log on to MYUI.
• Click on My UIowa / My Email / Email Account Filter bulk mail.
• Make sure that none of the categories are checked.

Required Graduate Assistants Teaching Courses:

• ONLINE CLASS Requirement: Sexual Harassment Prevention Edu.  Use your HawkID and password to log into Employee Self Service. Click the Personal tab, next (under Learning and Development) click on Sexual Harassment Prevention Edu., follow instructions.
• ONLINE CLASS Requirement:  Federal Educational Rights and Privacy Act (FERPA), Use your HawkID and password to log into Employee Self Service. Click the Personal tab, next (under Learning and Development) next click on Available Online Icon Courses, next FERPA Training, then click on View Details twice and the last click will be to Enroll in this ICON Course Session.
• A six-hour orientation program will be required of all students who are certified at level A or B and are teaching for the first time.  This orientation helps new teaching assistants understand the culture of the U.S. classroom and treats topics such as student expectations, teacher-student relationships, and understanding and answering student questions. Discussion focuses on suggestions for maximizing comprehensibility in spoken English. This course meets twice for 3 hours early in the semester. Both meetings are held in the evening.

Administrative Department Staff:

Professor aixin tan (until july 1, 2024).

Director of Graduate Studies, Statistics and Data Science Graduate Advisor: [email protected]   (319) 335-0821.

Professor Boxiang Wang (beginning July 1, 2024)

Director of Graduate Studies, Statistics and Data Science Graduate Advisor: [email protected] (319) 335-2294.

Professor N.D. Shyamalkumar

Actuarial Science Graduate Advisor:  [email protected]    (319) 335-1980

Margie Ebert

Academic Services Coordinator ,  [email protected]  (319) 335-2082

Heather Roth

Administrative Services Coordinator  [email protected]   (319) 335-0712

Tammy Siegel

Department Administrator ,  [email protected] , (319) 335-0706