Online and Hybrid Teaching

Unit‑level objectives are visible, measurable, and written in student‑friendly language.​

• Add a “Module Overview” page that starts with 3‑5 bullet outcomes beginning with an action verb (“By the end of this module you will …”)
• Check that every Canvas assignment/quiz clearly maps back to at least one of those outcomes.​

Consistent, low‑friction navigation inside Canvas.​

• Use Canvas Modules as the only pathway (hide Files/Pages in the course menu).
• Insert a brief “How to Navigate this Course” video or infographic on the Start‑Here page.​

Chunked pages that reduce cognitive load.​

• Break long Pages into logical subsections using Heading 2/Heading 3 styles.
• Keep scrolling length to ≈ 3‑5 screenfuls; split after that.​

Effective use of multimedia to reinforce important ideas.​

• Caption every video with 99 % accuracy.
• Provide a brief “Why this matters” intro sentence before an embedded video or podcast.​

Embedded learner support (remediation & stretch).​

• Place “Need a refresher?” links to Khan Academy, OER text, etc. exactly where students struggle most.
• Add “Level‑Up Challenge” optional problems for advanced learners.​

Institutional support links at point‑of‑need.​

• In each module footer, place a mini‑block with links to Tutoring, Library chat, DSPS, and Tech Help.
• Keep language conversational: “Stuck at 2 a.m.? Chat with a Merced librarian.”​

Goal: Students should always know what they’re learning, why it matters, and where to click next. (Online Network of Educators)

Pre‑course welcome & orientation.​

• Send a Welcome Announcement one week before term with a 60‑second intro video and a link to the Start‑Here module.
• Open the Canvas course at least three days early.​

Regular & substantive instructor‑initiated contact.​

• Post a weekly “Module Kick‑Off” announcement that previews goals and due dates.
• Schedule two virtual office‑hour blocks at consistent times (publish Zoom links in syllabus & calendar).​

Clear pathways for student‑initiated contact.​

• Place Instructor Contact card on homepage (e‑mail, Canvas Inbox, expected reply ≤ 48 hrs).
• Enable anonymous Q&A discussion titled “Got a Question? Ask Here.”​

Student‑to‑student collaboration opportunities.​

• Require at least one academically focused discussion, Padlet board, or group project per module.
• Post a participation rubric (quantity + quality) in every collaborative activity.​

Goal: Interaction should feel predictable, purpose‑driven, and inclusive. (Online Network of Educators)

Alignment & authenticity.​

• For each graded task, state which module outcome it demonstrates.
• Replace purely recall quizzes with scenarios, mini‑cases or real data sets when possible.​

Variety & frequency.​

• Mix low‑stakes (practice quizzes, reflections) with high‑stakes (projects, proctored exams).
• Offer at least one graded activity per week in a 16‑week course.​

Transparent criteria & guidance.​

• Attach a Canvas rubric to every Assignment and Discussion.
• Provide at least one sample or model answer for complex tasks.​

Timely, actionable feedback.​

• Commit in syllabus: “Feedback posted within 5 days.”
• Use Canvas SpeedGrader with text or audio comments plus inline highlights.​

Opportunities for self‑assessment.​

• Insert ungraded “Self‑Check” quizzes with immediate answer explanations.
• Encourage reflection journals after each major milestone.​

Goal: Assessments should teach as well as measure. (Online Network of Educators)

Headings, lists, color‑contrast, alt‑text.​

• Run the Canvas Accessibility Checker on every Page before publishing.
• Use the WebAIM contrast checker for images with text overlays.​

Captioned / transcripted media.​

• Upload videos to Studio; edit auto‑captions to ≥ 99 % accuracy.
• Provide a PDF transcript for podcasts or external media.​

Descriptive hyperlink text.​

• Replace raw URLs with meaningful labels (e.g., Merced College Tutoring Center).​

Table structure & document readability.​

• Avoid merged cells; include column headers.
• Convert Word/PPT handouts to tagged PDFs before upload.​

Goal: Every student, including those using screen‑readers or mobile devices, can access all content without extra assistance. (Online Network of Educators)

Course & college policies in plain language.​

• Place a “What Happens If…” policy box (late work, academic honesty, netiquette) in the syllabus and Start‑Here page.​

“Just‑in‑time” student services links.​

• Embed Library search widget in research modules.
• Include direct link to DSPS accommodation request form next to first exam.​

Technology help & readiness checks.​

• Add the Canvas Student Readiness Quiz with practice navigation tasks.
• Provide 24/7 Canvas Support phone & chat numbers in every module footer.​

Goal: Support resources are integrated so students never leave the course shell to hunt for help. (Merced College)