Managing Your Online Course | Draft eCampus | Center for Excellence in Teaching and Learning

Last modified on

July 23, 2025

Kelsey Keefe

Overview

The Course Facilitation Plan (CFP) outlines the key steps to take before, during, and after your course implementation, presented in the recurring course life-cycle, as well as recognizing the four roles of an online instructor. Download a copy of the file to create your own customized version.

Note: The Course Facilitation Plan assumes your online course was designed and developed according to best practices and meets Quality Matters standards.

Course Facilitation Plan

Video Overview

Roles

Within the various time-frames in the course life-cycle, instructors perform the following four roles when teaching an online course:

Icon	Role	Role
	Pedagogical	Guiding student learning with a focus on concepts, principles, and skills.
	Social	Creating a welcoming online community in which learning is promoted.
	Technical	Assisting participants to become comfortable with the technologies used to deliver the course.
	Managerial	Handling organizational, procedural, and administrative tasks.

Before the Course

Task	Description	Roles
1.1	Confirm that the course has been listed correctly in Student Admin and include any special information in the notes field (e.g., link to syllabus, proctored exams, synchronous requirement). If not listed, schedule the course in Student Admin by following your department or program’s processes.
1.2	Make enhancements to course design as necessary, based on Quality Matters review results, instructor notes from previous iterations, and past course evaluations. Contact eCampus to work with an Instructional Designer for guidance.
1.3	Review or create an authentication plan to verify student identities.
1.4	Adopt textbook(s) through the UConn Bookstore. Note: To comply with the Higher Education Opportunities Act (HEOA), the University must list required materials for each course in the registration schedule. Additionally, the Husky Book Bundle gives students access to course materials for a flat fee on their fee bill, which requires timely adoption. Therefore, faculty must adopt textbooks through the UConn Bookstore before registration begins and by the similarly-timed Husky Book Bundle adoption deadline.
1.5	Participate in faculty development opportunities from eCampus as well as other CETL Workshops and Seminars related to online pedagogy and educational technology (e.g., HuskyCT/Blackboard, Kaltura, VoiceThread workshops). Look for notifications via email and the Daily Digest or check FINS.

The primary focus several weeks before the course begins is resetting your HuskyCT course site.

Pedagogical, Technical, and Managerial Roles

Task	Description	Roles
2.1	Review Best Practices and Expectations for Online Teaching at UConn.
2.2	Obtain your HuskyCT course site.
2.3	Update your syllabus and course schedule with the latest changes, including textbook, course modality, instructor contact information, preferred communication method, expected response times to messages and assignments, authentication method, and other policies specific to this course or instructor. Then, submit a link to your syllabus to have it listed on the eCampus Online Courses website, and change the share link(s) or upload the file(s) in HuskyCT.
2.4	Edit visibility and/or due dates using Batch Edit in HuskyCT, which includes modules, assessments (e.g., assignments, exams, quizzes), journals, and discussions.
2.5	Set-up 3rd party tools. If using 3rd party tools from the Content Market (e.g., Perusall, VoiceThread, Respondus Lockdown Browser with Monitor, publisher integrations), verify they copied correctly or set them up for the new offering.
2.6	Review your course for issues and make needed updates. Navigate through the entire course, including discussions, announcements, and groups. Verify hyperlinks, settings (e.g., release conditions, class conversations, course settings, progress tracking), accessibility, and copyright permissions.
2.7	Address your UConn Library needs (if applicable). Creating links within HuskyCT to online resources rather than uploading PDFs is one way to ensure compliance with copyright law and provide accessible materials. Direct linking to library resources through a UConn EZproxy link also helps the library justify continuing paid subscriptions (i.e. data on the number of hits for an item).
2.8	Update the Gradebook in HuskyCT. Confirm the overall grade set-up and column visibility settings.
2.9	Ensure your course orientation materials are available and up to date to help your students practice using course tools and get used to your class environment. Each tool used in HuskyCT should have detailed use instructions (or links to tutorials) to help the students feel comfortable with the technology. Example: eCampus online courses include a standard Course Orientation module that students complete before beginning the class. Use this Course Orientation Module as a starting point and tailor the contents based on your expectations.
2.10	Arrange online proctoring (if applicable). As an alternative to live proctoring with ProctorU, consider Respondus Lockdown Browser with Monitor.
2.11	Conduct a final review of your HuskyCT course site in Student Preview, and make corrections as needed.
2.12	Email your students a welcome letter that includes: Information for logging into huskyct.uconn.edu using their NetID and password, and when the course will open. Link to the syllabus. What materials they need to purchase and where they can get them. Who to contact if they need technical assistance. (Students should navigate to the HuskyCT Institution Page for student support options or contact the ITS Technology Support Center for login issues.) Refer to the communication templates for a sample welcome letter. You can email your students from the Student Admin roster by using the notify feature, or from the HuskyCT Messages tab. Note: All students enrolled in online courses receive an online course information email from eCampus; review it to see what information is already provided.

A standard practice for online courses is to give students an “orientation week”—access to the class one week before it officially begins. This practice enables online students to log into HuskyCT early and familiarize themselves with the class environment and the expectations for the course so that they will be comfortable and ready to hit the ground running on the first day of class.

Task	Description	Roles
3.1	Make your HuskyCT course site available early. By default, your class is set to open to students on the first official day of class. Adjust the course availability dates to open your class (one week) early and provide students with an “Orientation Week” to practice using course tools, resolve technical issues, and reduce anxiety prior to the first day of class.
3.2	Post a “Course is Open for Viewing” announcement using the HuskyCT Announcements tool on the date the course becomes available. Select “Send an email copy to recipients” to email students the full text of your message. If your course content was restored from a previous HuskyCT section, your announcements may have automatically been copied as well. Tell your students to begin the course by reviewing the syllabus, schedule/calendar, and the course orientation. Provide your students with quick directions for accessing those materials. Remind students of the official class start date. Refer to the communication templates for a sample announcement.

Beginning of the Course

To establish a sense of community and “break the ice”, you should create and facilitate a “Class Introductions” Discussion Forum in HuskyCT. This is also a great way for you to get a feel for who the students are and what experience they bring to the class.

Task	Description	Roles
4.1	Post your self-introduction and invite students to introduce themselves using the discussion forum or another tool. Consider including an ice breaker activity. Begin forming a personal presence and get the ball rolling. Consider adding a video self-introduction to your welcome letter and/or the Course Orientation too.
4.2	Review students’ personal introductions posted to the “Introductions” discussion forum. Respond to everyone to ensure students feel welcomed. Use this as an opportunity to model discussion response behavior and tone. Use a conversational tone for responses that is inviting, personal, friendly, and encouraging. Use humor carefully, and use emoticons as appropriate. Summarize the postings for the class. Share what you’ve learned about the class, note key themes, and address their class expectations. (e.g., “Several of you stated that you hoped to learn more about [blank] in this class. While we won’t be covering [blank] specifically, we will address the more general issue of…”)
4.3	Create and make students aware of the social forum for non-class related topics.
4.4	Establish expectations regarding communication, feedback, and availability. Let students know when you’re available and what response time they can expect.
4.5	Communicate with students as appropriate to maintain a positive rapport (e.g., Announcements, Discussions, Gradebook).
4.6	Invite and encourage students to use online office hours and/or to make appointments. Remain available.
4.7	Minimize delays for students adding the course late to gain access to course materials.
4.8	Redistribute student groups promptly when students add or drop, if applicable. Or wait until after the add/drop period to establish groups.
4.9	Review accommodation letters from the Center for Students with Disabilities (CSD) and implement accommodations as needed (e.g., set up accommodations in HuskyCT).
4.10	Refer students to support information when needed (e.g., how to access course or publisher’s materials, access library materials remotely, find help resources for HuskyCT, convert the course to pass/fail, drop the course).
4.11	Contact “missing” students to encourage their participation. In HuskyCT, view the Course Activity Report to see who has and hasn’t accessed your class. If a student hasn’t accessed the class yet, there may be a problem that needs your attention. Note: Contact missing students via their UConn email address; they won’t see a HuskyCT message if they haven’t logged in yet!

Throughout the Course

How often you check the class is an individual decision, but let your students know, up front, how often they can expect to hear from you. Checking in at least once each class day and once over the weekend is a good way to keep in touch and to keep the email and discussion forums from piling too high!

Pedagogical, Social, and Managerial Roles

Task	Description	Roles
5.1	Be present and visible in your course per the expectations established in the first week of class. Monitor the discussion forums, particularly the “General Questions” or “Ask the Professor” forum. Respond to student questions promptly—consistent with the response timeframe stated in the syllabus. (Recommended: Within 24 hours, or within 48 hours on weekends/holidays.) If using other tools, engage with students in a way that they know they are supported in the overall learning environment.
5.2	Facilitate discussion activities with a balanced approach. Try to steer the conversation to keep it on task and clarify misconceptions, yet not stifle it too early with authoritative or definitive posts that end the activity. Challenge the students by asking questions that apply to the instructional materials and communicating high expectations.
5.3	Enforce guidelines for learner behaviors such as netiquette and due dates. Immediately address any students with inappropriate posts/behavior.
5.4	Grade assignments and provide individual feedback promptly—with designed rubrics and within the feedback timeframe stated in the syllabus. Provide regular and responsive feedback on an ongoing basis, but especially early in the class, so under-performing students can incorporate your suggestions and improve their work in the next graded assignment.
5.5	Respect and facilitate diverse talents and ways of learning, and consistently address universal accessibility. Review Inclusive Online Course Design & Facilitation.
5.6	Ensure any on-the-fly materials are posted in easy-to-use, ADA accessible formats, providing details for successfully downloading, if necessary. Continue to be mindful of copyright when sharing materials.
5.7	Demonstrate competency with HuskyCT, and use tools appropriately. Seek help when needed.
5.8	Make reasonable accommodation due to technical difficulties beyond the students’ control consistent with policies in the syllabus and of the University.
5.9	Direct students to technical support resources, as needed.

Once a week (preferably on the same day each week) we recommend the following:

Task	Description	Roles
6.1	Ensure course materials and activities are available to students by using Student Preview.
6.2	Hold online office hours. Giving your students a chance to communicate with you in real-time can help build strong relationships and motivate students to fully engage in the class. Webex and Microsoft Teams are recommended options for conducting synchronous office hours.
6.3	Use the Announcements tool to do any of the following: Provide constructive feedback to help the class meet desired learning objectives and clarify or correct any misconceptions. Connect class topics to current events and real-world issues. Facilitate transition from one topic to the next, wrapping up the previous module and introducing the next module. Clarify the weekly plan (e.g., schedule, readings, activities, assessments). Notify students of any updates to the syllabus or course schedule. Provide suggestions on how to approach assignments, discussion posts, and other learning activities. Remind students of upcoming deadlines. Create instructor presence and keep the class personal with informal social greetings. Invite students to attend office hours. Notify students of your absences (e.g., due to illness, travel, or personal emergency) with guidance on what to do during your absence. Notify students in advance (when possible) of any interruptions to accessing course materials. Refer to the communication templates for a sample weekly announcement.
6.4	Post a ‘Summarizing Our Discussion’ thread or Announcement at the conclusion of each discussion forum to highlight the connections students are making and to point out other connections the students may have missed.
6.5	Monitor student participation. Follow up with individual students through email to encourage participation, as needed.
6.6	Monitor group work activity in provided group workspace to achieve strong social interaction.

Gather mid-class feedback from your students by encouraging your students to complete a formative survey. This is a good opportunity to see how your course is going from the students’ perspective.

Task	Description	Roles
7.1	Encourage students to complete an “Initial Course Survey,” after 25–33% of the course. Review student feedback, respond to any problems identified, and adjust the course as necessary.
7.2	Record midterm grades. While midterm grades are not required for upper-level undergraduate and graduate courses, it is an important retention strategy to notify students who are not performing well in your class. Send them a private email letting them know their current grade and suggest strategies for improvement. Note: Midterm grades are required by the end of the sixth week of the semester for students in 1000- and 2000-level courses who have earned a D, F, U, or N grade up to that point.

End of the Course

Task	Description	Roles
8.1	Provide general information concerning the nature and format of the final assessment(s).
8.2	Encourage students to complete the course evaluations, both the eCampus Summative Course Evaluation and Student Experience of Teaching (SET). Explain that this is their opportunity to help improve the course. Prompting students will help get a better response rate. Refer to the communication templates for a sample announcement.
8.3	Record any notes and changes for future course iterations in the course Instructor Resources folder. Keep track of important items that might be forgotten when it comes time for the course to run again. Review and revise your course materials while everything is still fresh in your mind. Will there be a different instructor next time the course is offered? It would also be good to meet with that individual now to share your experiences. Make note of technical aspects that worked well and those that need improvement. Forward to or discuss with technical support staff.

Task	Description	Roles
9.1	Encourage students to share their class experience and say goodbye in a closing forum.
9.2	Send students a closing personal message to wrap up the class (e.g., announcement, discussion post). Include a final reminder to complete both course evaluations (eCampus Summative Evaluation and SET). Tell students how long course materials will continue to be available after the end of class (3 weeks for fall/spring classes and 2 weeks for summer/winter classes). Remind students to download their work, if they desire. Refer to the communication templates for a sample announcement.
9.3	Provide feedback on the final assessment and make it available to students, even after the class is over.
9.4	Post final grades to Student Admin promptly, which are officially “due 72 hours after completion of the scheduled final exam.”

Additional Resources

References

Along with information from UConn eCampus, this post has been adapted and integrated based on resources from PennState’s Managing Your Online Class: ANGEL and Humboldt State University’s Assessing Online Facilitation Instrument, a 2007 TIGERS Project Sponsored by CSU.

Categories: Evaluate & Revise, Featured, Getting Started Teaching Online, Plan & Prepare, Teach

Tags: admin, best practices, engagement, onboarding, online, pedagogy, policies, teaching, technologies