Teach

Self-Guided Course Design and Development

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February 5, 2026

 by 

Jennifer Parker

Overview

This post guides UConn faculty in designing, building, and teaching online and hybrid courses. Please see UConn Registrar’s Course Modalities for a complete explanation of each instructional approach.

The phases outlined are intended for faculty with a strong background in teaching and pedagogy who are already comfortable using HuskyCT.  To learn more about the skills and knowledge needed, see UConn Competencies for Online and Hybrid Instruction.

We encourage faculty who prefer a more guided support model to review the phases outlined in this site and then contact eCampus to work with one of our staff members.

Human symbol with arms extended to indicate universal design of learningThis icon indicates information related to accessibility and universal design of learning.

Symbol of half human brain and half electronic wire branches with letters AI indicating an Artificial Intelligence tip.This icon indicates information related to Artificial Intelligence use in course design.

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Tips for Conducting Online / Remote Synchronous Sessions

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April 23, 2025

 by 

Timothy Stubbs

Overview

Conducting remote live, remote, synchronous class sessions using video conference software — such as WebEx, Teams, or Collaborate Ultra — can be a daunting task (Boland & Major, 2021). Below are some tips and strategies for designing and facilitating online synchronous sessions, specifically in Online Synchronous (OS), Online Blended (OB), and In-Person Remote (PR) course modalities.

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Proctoring Options for Online Exams

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November 17, 2025

 by 

Kelsey Keefe

Overview

Maintaining academic integrity in all UConn courses is important. Key concerns include:

  1. Authentication: Ensuring that the student enrolled in the course is the same individual completing the assessment.
  2. Cheating Deterrence and Detection: Ensuring that the assessment administration adheres to the faculty-prescribed rules.

To help faculty administer online exams securely and effectively, UConn provides several proctoring solutions varying in level of monitoring, automation, reporting, integration, and recommended use case.

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Online Proctoring with ProctorU

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August 29, 2025

 by 

Kelsey Keefe

Overview

ProctorU is a service used to authenticate a user’s identity and provide live proctoring of online assessments. Test-takers use ProctorU’s Guardian Browser, which enhances exam security by preventing the user from accessing unauthorized resources and functions on their computer. ProctorU uses a multi-step process to establish a user’s identity: a live proctor sees the user via a webcam, takes the user’s photo, and checks the user’s ID. In addition to the authentication process, proctors ensure the integrity of the exam by using a webcam and screen-sharing technology to see the user and what they are doing during the exam session. This article is a guide for instructors implementing ProctorU in their course.

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Using a Token Economy to Promote Equity & Learning

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October 22, 2025

 by 

Kelsey Keefe

Overview

A token economy or late bank system allows instructors to provide deadline flexibility to students, eliminating the need for instructors to adjudicate excuses. This type of structure flexibility enhances student learning, reduces stress, and promotes equity.

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Collaborative (Group) Learning Online

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September 12, 2024

 by 

Jennifer Parker

Overview

Collaborative learning, also known as group learning, is an opportunity for students to develop higher-order cognitive skills, promote connections and community, and engage with different perspectives. To facilitate student collaboration online, it requires designing the activity as well as selecting the best technology to connect students.

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Meeting Regular and Substantive Interaction (RSI) Requirements

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February 5, 2025

 by 

Eileen Stuyniski

Overview

This article provides examples for meeting the federal requirement for online or distance learning courses to “support regular and substantive interaction (RSI) between the students and the instructor, synchronously or asynchronously” (Downs, 2021).

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