Skip to main content

Teaching Online

Online Learning

This is your one-stop-shop for teaching online.

Below you’ll find a brief overview of all our services and support for faculty teaching online. Items are arranged from quickest to most intensive. Faculty needing only a quick refresher on Folio might find our Jumpstart page or our resource repository most useful.

If you need individual assistance, please request a consultation. A member of our staff will be in touch shortly.

  • Folio Jumpstart Guide: 14 steps for building an online learning module.
  • Folio Support Page: Download the Georgia Southern Folio Template, access D2L Brightspace (Folio) tutorials, and complete Folio integration requests all in the same place.
  • CTE Guide for Teaching Online: Written and video tutorials on the design and delivery of online courses. Opens in Folio.
  • Flex Ed: Adaptive Pedagogy for Unpredictable Paths: An asynchronous, self-paced Folio course where you will find tips, tools, and strategies to help you design courses flexible enough to adapt to shifting course modalities while also ensuring engaging learning experiences for students. Register Now!
  • Teaching Online Courses Program: Earn CTE certification for the design and delivery of online courses at Georgia Southern with our facilitated online workshop and design practicum. Topics include instructional design theory, engaging online students, Quality Matters course design standards, meeting Web accessibility guidelines, and more!
  • Improving Your Online Course: Official Quality Matters online workshop. Participants use the QM Rubric of 42 course design standards to improve the quality of their online course.

Online instruction is typically organized by “learning modules” – individual units of learning that begin with a set of learning objectives and end with assessments to determine how well students meet the objectives. Below you will find guidance on how to begin to build a learning module for an online course.

Select a link for guidance and instructions.

Instruction Through Content

In an asynchronous online classroom, content becomes the first voice of the instructor since it “speaks” for instructors in their absence. Instruction within a learning module typically consists of materials (assigned readings, electronic documents, multimedia presentations) and activities (assigned tasks, discussions, assignments, quizzes). Activities may be graded or ungraded.

Instruction Through Feedback

After students complete and submit evidence of engaging learning materials, online instructors engage students through guidance and feedback to encourage and elicit performance. Feedback may be automated using Folio grading rubrics and standardized quiz question feedback, but personalized responses through email, discussion, and other communication tools helps students feel the instructor is aware of their presence and personal learning paths.

While use of the CTE’s online template is not required, web pages (HTML files) are the most practical and efficient file format to deliver content (text, images, multimedia, and web links) to online students – which is not to say you cannot use other document types (Word, PowerPoint, PDF) for your instruction as well. However, if you can use Microsoft Word, you already have the means to understand how to use Folio’s web page editor.

With Template: Complete Steps 1 through 14 to practice using the Folio Template and the most common Folio tools and features used to create online learning modules.

Without Template: Complete Steps 4 through 14 to practice using the most common Folio tools and features used to create online learning modules.

Install the template into an empty Folio course shell or request a Folio sandbox to design your learning modules. You may selectively copy content from your Folio sandbox to your Folio course when it is ready.

Your sandbox should not have any content. If it does, please delete all modules, content, and tools. If you need assistance, contact the Center for Teaching Excellence.

Each module page is populated with five Web pages — each with a specific purpose. The Introduction Page is probably the most important page in a learning module as it is typically used to explain how the instructional activities for the module are organized and scheduled.

Download Tutorials

Review how modules are managed and rename Module 1 to describe the instructional topic you will cover.

Support instruction with any additional files (Word, PowerPoint, PDF) you wish to add to the module. Desire2Learn refers to content as “topics”.

Edit gradebook settings before creating assessments. You can change your settings later if you change your mind.

Download Tutorials:

Watch Video: Understanding Grades

Create a quiz and link it to the gradebook.

Folio rubrics are quite powerful and make the grading process much more efficient. Create an analytic rubric for a discussion activity or an assignment activity.

Download Tutorial: Create an Analytic Rubric

Create a discussion assignment. Add a grading rubric (if desired) and link to the gradebook.

Create a Dropbox assignment. Add a grading rubric (if desired) and link to the gradebook.

Help students navigate Folio with content links to quizzes, discussions, assignment dropboxes, and other tools assigned during your module.

Create a News Item describing what will happen during the learning module.

Create a Calendar Event based on a planned schedule of activities in the module.

The Teaching Online Courses (TOC) Program prepares and certifies faculty to deliver and design online courses at Georgia Southern University (GS).

The TOC Program consists of a six-week online workshop followed by a three-week course design practicum.

For special department training please contact the CTE at

TOC Program Schedule

**You only need to register for TOC. Once you are registered for the TOC, you are auto-enrolled in the appropriate session of Design Practicum.

  • Spring 2021
    • TOC Workshop: February 1 – March 14 (6 weeks)
    • TOC Design Practicum: March 22 – April 11 (3 weeks) (auto-enrolled)

Spring Deadline: January 25, Monday

TOC Components

1. Online TOC Workshop

During the online TOC Workshop, participants discuss and address the challenges of teaching online, time management strategies, pedagogical models for course delivery and design, facilitating online engagement, using Quality Matters for quality assurance, and web accessibility. You may anticipate spending up to twenty-four hours to complete the workshop.

2. TOC Design Practicum

During the design practicum, faculty are paired with an instructional designer to help them build one online learning module that meets standards for quality course design. You may anticipate spending up to twelve hours to complete the practicum.


  • Participants who complete all parts of the program at a satisfactory level receive a Teaching Online Courses Program certificate from the CTE.
  • Our best estimate is that 36 hours will be needed to complete the program.


None. No prior online teaching experience is necessary.

*Seats for the TOC Workshop and Program may be limited. Applicants will be notified of their status seven to ten days prior to the start of the event.

The Improving Your Online Course (IYOC) workshop explores the Quality Matters (QM) Rubric and provides a framework to improve the quality of online courses. Quality Matters is a leader in quality assurance for online education and has received national recognition for its scalable, peer-based approach and continuous improvement in online education and student learning. Participants use the QM Rubric to review their own courses and develop a plan to improve the design of an online course.

Deadline: February 12, Friday


IYOC Program Schedule

  • Spring 2021
    • February 16 – March 8
  • Summer 2021
    • May 25 – June 14


  • Participants who successfully complete the IYOC are eligible to download and print a certificate of completion from the Quality Matters website.
  • Our best estimate is to expect at least 10 hours per week to complete the workshop.

“The workshop was worthwhile and challenging. The Facilitators were responsive and helpful.”

“I was surprised to learn about the system created by QM. Simply working through this workshop and seeing how this organization has created a system by which one can examine any online course no matter what the discipline has been an interesting exercise in thinking about elements of pedagogy in abstract ways and then examining how those elements are made manifest in my own course.”

“It has been a pleasure participating in this workshop. First, I was surprised that my course largely complies with the QM philosophies and rubric, particularly because I had a very brief interaction with the rubric and the design philosophies behind it when I first took my online course certification in 2014. Second, I was happy to glimpse at the online coursework of my colleagues and verify that I’m on the same page—there’s room for improvement, but my own course design largely matched the work of others. In online teaching, we’re a little more isolated in the course’s evaluation than in face-to-face courses, so I think I have been a bit unsure about how I was doing. The course structure and design principles shared here validated my own. Third, I found the workshop itself a good model for the online course I’m working on. I like the consistent and logical flow and the use of checklists, and the workshop’s structure has inspired me to more clearly align objectives, activities, and instructional materials.”

“I am surprised by how much this course, designed to improve my online course, will also positively impact my face-to-face courses.”

“[Appreciated] the wonderful insight provided by the participants in the discussion items. Loved the interaction.”

Last updated: 12/8/2020