Gemini. (2026) Gemini Notebook [Audio Overview generator] https://notebook.google/
Small Changes, Big Impact
Have you ever received multiple emails from students asking:
- “Where do I start?”
- “Where can I find the assignment?”
- “Why are we doing this?”
Sometimes, what seems perfectly clear to us as instructors isn’t quite as clear to our students.
The good news? Improving your course doesn’t always require a complete redesign. Just 10 minutes of focused attention can help you identify small changes that make a big difference in the student experience.
Whether you teach online, hybrid, or face-to-face, a quick course quality check can help students feel more confident, connected, and ready to learn.
Three Quick Checks to Improve Your Course
Open your course in the LMS and look at the first week or two from a student’s perspective. Set a timer for 10 minutes and focus on these three areas.
1 – Learning Outcomes: Are Expectations Clear? – Students should understand what they’re expected to learn and accomplish. Take a moment to review your learning outcomes.
- Are they easy to find?
- Do they use clear, student-friendly language?
- Can students identify what they’ll be able to do by the end of the module?
Faculty Takeaway: Replace vague statements like “Understand workplace communication” with specific outcomes such as “Analyze workplace emails for audience, tone, and purpose.”
The ABCs Connection — Access: Clear learning outcomes help students understand expectations and take ownership of their learning.
2 – Activities and Assessments: Can Students See the Connection? – Students are more likely to engage when they understand why they’re completing an activity. Look at your first discussion, assignment, or quiz.
- Is its purpose clear?
- Can students see how the activity connects to what they’re learning?
- Do they know how their work will be evaluated?
Faculty Takeaway: Add one sentence to an assignment explaining its purpose. For example, “This discussion helps you practice analyzing communication choices, a key skill for this module.”
The ABCs Connection — Belonging: Clear expectations can reduce uncertainty and help students feel more confident participating in course activities.
3 – Navigation and Support: Can Students Find What They Need? – Even great course content can become frustrating when students struggle to find it. Imagine entering your course for the first time.
- Is there an obvious starting point?
- Are assignments and due dates easy to locate?
- Can students quickly find your contact information and available support services?
Faculty Takeaway: Create a clearly labeled “Start Here” page or module with essential course information, first-week activities, and links to student support resources.
The ABCs Connection — Community: Clear pathways to instructors, classmates, and campus support services help students feel connected and supported.
Small Changes Can Make a Big Difference
You don’t have to fix everything at once!
After completing your 10-minute check, choose just one improvement you can make right away. It might be rewriting a learning outcome, clarifying an assignment, or reorganizing your first-week materials.
These small adjustments can reduce student confusion, improve course navigation, and create a more welcoming learning environment.
Ready to Give Your Course a 10-Minute Check?
Download the 10-Minute Course Quality Check PDF and follow along with the audio that is provided here for additional context.
Articulate. (2026) Articulate Storyline [Audio Overview generator] https://www.articulate.com/
Remember, improving course quality doesn’t have to be complicated. Sometimes, one small change can help students start strong.
Resources
- Winkelmes, M.A. (2016). A teaching intervention that increases underserved college students’ success. — This study provides strong evidence for the impact of transparent assignment design on student outcomes, particularly for underserved student populations.
- Martin, F., Bolliger, D. U., & Flowers, C. (2021). Design matters: Development and validation of the Online Course Design Elements instrument. International Review of Research in Open and Distance Learning, 22(2), 46–71. — Useful for understanding which course design elements have the most significant effect on student learning and satisfaction.
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