Course Structure Keystone

Checklist: Course Schedule & Pacing

Chunk, sequence, and time your course for optimal student engagement and learning.

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Units

The course units align with objectives, using scaffolding to build foundational knowledge and progress to complex skills.

Learn how to implement

►Develop Top-Level Course Units
Using the length of the semester as a reference, break down the entire course content into smaller, manageable segments (units). Arrange the segments in a logical sequence that builds from foundational knowledge to more complex skills.

►Determine the Number of Units
The ideal number of units depends on the course’s length, credit hours, and content complexity. The following is recommended:
15-Week Semester: Plan 6–12 units, each covering 1–2 weeks.
Shorter Terms (e.g., 8 Weeks): Plan 4–8 units, each covering 1–2 weeks.

►Break Units into Weekly Modules
Modules are self-contained, time-bound instructional segments that deliver course content, assessments, and activities.

Define clear learning objectives for each module. Each module should deliver comprehensive learning within a set timeframe, maintaining a consistent workload and supporting flexibility for self-paced progress.

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Schedule

The course schedule in the syllabus includes specific dates and times for each unit, topic, and associated activities or assessments.

Learn how to implement

►Assign specific dates and times for each unit, module, and assessment. Make the schedule manageable, considering the academic calendar and student workload. Allow sufficient intervals between major assessments for meaningful engagement, helping students absorb content and prepare without feeling rushed.

►Reinforce RSI
A well-paced schedule with set dates for content, activities, and assessments fosters meaningful interactions, meeting federal RSI requirements and enhancing learning.

Learn about RSI

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UDL

Flexible deadlines support different paces and unexpected circumstances.

Learn how to implement

►Emphasize the importance of having structured deadlines while allowing flexibility to accommodate adult learners’ varying responsibilities. This balance helps facilitate timely progress and maintains course structure, while also providing the necessary flexibility for students to manage their personal and professional commitments effectively.

►Communicate to your students how exigent circumstances are addressed in your class.

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Accessibility

The schedule uses header-defined tables or lists for easy navigation.

Learn how to implement

► Tables, often used to lay out schedules, should be straightforward with labeled columns and rows, avoiding complexities like merged cells. Table headers should be defined.

Create Accessible Tables

► Consider using lists, whether bulleted or numbered, to present course schedule information, aiding those using screen readers.

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Evaluation

Mid-course pulse check gathers feedback on pacing and workload.

Learn how to implement

► Use LMS surveys and tracking tools to understand how students interact with the course. This data can reveal areas that may need adjustment. Based on feedback and observations, make timely adjustments to enhance the course flow.

► Consider inviting a colleague to navigate the course and offer feedback, providing an additional perspective on the course’s flow and structure.

► Seek advice from instructional designers or educational technologists to optimize the user experience within the course structure.

► Review and refresh content between semesters to maintain relevance and accessibility for all students.

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Resources & Support

Study plans or deadline reminders are present to keep students on track.

Learn how to implement

► Provide a roadmap at the beginning of each module that outlines learning objectives, key milestones, and expected outcomes. This helps students navigate each module effectively.

► Create a module or section within the LMS where students can find the course syllabus.

References

CAST. UDL Guidelines (n.d.). Consideration 7.1. Optimize choice and autonomy.

CAST. UDL Guidelines (n.d.). Consideration 6.4. Enhance capacity for monitoring progress.

Huntington Learning Center. (2022, December 6). What is the Chunking Method of Teaching?

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 2 – Course provides an overall orientation or overview, as well as module-level overviews to make course content, activities, assignments, due dates, interactions, and assessments, predictable and easy to navigate/find.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.).Standard 16. Course is easy to navigate (consistent color scheme and icon layout, related content organized together, and self-evident titles).

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 17. Large blocks of information are divided into manageable sections with ample white space around and between the blocks.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 24 – When possible, information is displayed in a linear format instead of as a table.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 25 – Tables are accompanied by a title and summary description.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 26 – Table header rows and columns are assigned.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 38 – Regular and substantive instructor-to-student expectations, and predictable/scheduled interactions and feedback, are present, appropriate for the course length and structure, and are easy to find.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 39 – Expectations for all course interactions (instructor to student, student to student, student to instructor) are clearly stated and modeled in all course interaction/communication channels.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 44 – Course grading policies, including consequences of late submissions, are clearly stated in the Course Information/ Syllabus materials.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 48 – Learners are informed when a timed response is required. Proper lead time is provided to ensure there is an opportunity to prepare an accommodation.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). RSI Standards.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Regular and Substantive Interaction.

University of San Diego. (n.d.). 7 Scaffolding Learning Strategies for the Classroom.

Back: COTE Checklists
Checklist: Overview & Objectives
Checklist: Assessment Strategies & Methods
Checklist: Schedule & Pacing
Checklist: Modular Course Organization
Next Keystone
COTE Framework by Ana Marjanovic and Carlos Guevara, Hostos EdTech is licensed under CC BY-NC-ND 4.0
Ethical Use of AI Statement The development of this project has been assisted by the use of advanced AI tools (ChatGPT, Miro, Sider, Copilot, and Perplexity) in the research, data analysis, and content drafting adhering to established academic and professional norms.The tool has been used in adherence to established academic and professional standards. All content has been thoroughly reviewed, and fact-checked by Ana Marjanovic, Carlos Guevara, and Wilfredo Rodriguez, and aligned with current educational theory and national standards. Revisions have been made to ensure accuracy, relevance, and originality, while also mitigating any potential biases of AI algorithms. No identifiable personal data was included in AI inputs. The final product represents a blend of AI’s computational efficiency with careful human oversight and expertise, adhering to the highest quality and integrity of this program.