Course Readiness
Summary
Every semester the University of Arizona welcomes online learners ready to explore, connect and grow. Instructors bring experience and creativity to their digital classrooms. But before the first announcement goes live, or the first discussion post appears, there is an important step that sets the tone for the following seven weeks: course readiness.
Course readiness is more than a checklist - it’s a mindset of preparation and care that shapes how learners experience the first week, and how smoothly the rest of the class unfolds. A well prepared course signals to students that their time is valued, the space is welcoming, and their instructor is ready to guide them through the semester.
At UCATT, we recommend focusing on four essential areas before each semester begins. These steps will help you prepare the learner-facing side of Brightspace (also known as D2L), as well as the behind-the-scenes areas that keep everything running smoothly.
Start with a Fresh Calendar
Even the best designed course can become confusing when dates are out of sync. Brightspace courses are often copied forward from previous semesters, which means due dates, release conditions and calendar items may carry over unchanged. This isn’t something you want to be editing while the course is progressing!
Behind the scenes, begin your readiness check by updating your course calendar. Open each module, assignment, quiz, discussion post, and verify the dates align with the current semester. Pay attention to time zones, and clearly note when submissions are due. Adjust all automated release conditions and announcement dates so learners can easily see this information and plan their learning accordingly.
Check out the Manage Dates tool in Course Admin. This tool allows you to review and edit all course dates in one place, saving you hours of scrolling through individual modules. Using the tool to shift the dates forward by a set number of days, or even based on when the course was last offered eliminates editing dates one-by-one.
The learner-facing impact of updating your course dates helps learners organize their week around your course calendar. When these dates align with your syllabus and announcements, learners gain trust and confidence. They can plan ahead, participate consistently, and focus on learning, rather than troubleshooting because dates were incorrect.
Pro Tip from UCATT: After updating your calendar, create a brief announcement that highlights key deadlines for the first two weeks. Clear communication at the start reduces confusion later!
Check Your Links
A broken link or missing file/document can interrupt the learner’s momentum, especially for online learners who rely on smooth navigation, and may have limited time to work on the course each week. Avoid learner frustration by ensuring all your links point to active sites and the correct materials.
Behind the scenes, start by reviewing every external link, embedded video and attached document. You’ll save yourself from receiving many emails from learners later on if you know all your links are working at the start. Update links that lead to outdated resources, or newly paywalled content. If you rely on publisher-supplied materials or library links, confirm that access permissions are still active for your new semester.
Within Brightspace, make sure to delete old syllabus links, and update your contact information in the ‘Meet Your Instructor’ section. Videos you’ve placed in the course should be recent (no more than 5 years old), and have captions, too.
The learner-facing impact of having reliable course materials that are easily accessible shows that you care. When every file opens and every video plays, learners stay focused on learning, rather than being disappointed that they have to pause their momentum. Having these materials working properly also demonstrates your commitment to their investment in learning.
Pro Tip from UCATT: Schedule a quick “tech rehearsal” before the course opens. Log in from a different device or browser and switch to a Student view. Even small changes, like updating a PDF or adding alt text to an image can make a big impact on learners.
Faculty Voice: “I started doing a link audit each semester. It takes me about an hour, and I always find one or two links that have changed, and it saves me from getting dozens of student e-mails later. It’s my favorite part of course prep now, because I feel confident everything works!”
Set the Tone for Connection
Online learning can feel distant if communication is inconsistent or impersonal. The first week of class is your opportunity to establish your presence in the online classroom. Including a brief “about me” video in the announcement or start here pages can display warmth, trust, and humanity. Learners want to know who you are, what to expect from you, and that you’re a real person willing to help them succeed.
Behind the scenes, consider updating your welcome announcement and Meet Your Instructor pages. Replace old references, greetings, and photos from previous semesters. Confirm that your contact information (name and email - no need for building location or phone numbers), meeting hours and response-time expectations are current.
Check your discussion boards and other communication tools (like Feedback Fruits). Are they organized and in correct order? Are the prompts relevant and engaging? Do you maintain rubrics so learners know what to expect for these submissions? Setup automatic notifications for assignment submissions or discussions so you can respond quickly during the first two weeks.
The learner-facing impact of a personal and approachable tone reassures learners. A friendly video greeting, a once-a-week video recap and preview, short and sweet, demonstrate to learners you are actively engaged in their progress. These help transform a cold, digital space into a welcoming community that fosters engagement.
Learners who feel connected are more likely to stay engaged. Research shows that instructor presence and communication frequency are strong predictors of online course satisfaction and persistence. (Richardson et al., 2017)
Pro Tip from UCATT: Write your welcome message as if you’re talking to a small group of learners in person. Keep it conversational, and specific: “Here’s what to do first,” “Here’s what I’m really excited to teach you about this semester,” or “You can always reach out if you’re unsure.”
Faculty Voice: “I always add a short video every term introducing myself and some of my hobbies, plus the themes of the course and why I’m excited to be teaching it. It reminds students that a real person is here with them, not just a computer grading things.”
Preview the Learner Experience
When everything looks correct from the instructor view, it’s easy to assume your course is ready. But, learners navigate differently. They see fewer options and rely on cues that may be hidden to you as the instructor. A quick preview of the course from their perspective can reveal gaps that would otherwise go unnoticed.
Behind the scenes, use the ‘View as Student’ option to explore your course from start to finish. Click through each module/week/unit in order - can you find the syllabus easily? Can you find the first submission/assignment? Are instructions clear, without extra explanation? Are grades visible where they should be?
Review all release conditions. If certain materials are hidden until a prerequisite is met, double check that these triggers still work. Examine your gradebook setup to ensure accurate point values.
Ask a colleague or instructional designer in UCATT to perform a Course Design Inventory - a fresh set of eyes can spot small inconsistencies that can lead to a bad experience for learners.
The learner-facing impact of natural feeling navigation allows learners to focus on understanding the materials, rather than deciphering the structure of the course. Remember that your course is one of many they will see. If learners spend their energy trying to locate things, they have less available for critical thinking and collaboration.
Previewing the learner experience also helps instructors catch accessibility issues. Confirm that font colors and sizes are readable, and that screen readers can interpret your content accurately. If you need help with this, UCATT’s instructional designers can help - and so can the DRC!
Pro Tip from UCATT: Really pretend you are a student in the class. How long does it take you to find the syllabus? The course calendar? The first link to a discussion board? The APA style sheet reference that is included in only one place in your course? If it takes more than a minute (yes, 1 minute) consider reorganizing modules or adding clearer directions.
Readiness as a practice of care
Course readiness is one of the most powerful tools an instructor has to create a supportive and engaging online environment. When you start each semester with a fresh calendar, verified links, clear communication and a learner-tested design, you set the stage for success.
Course Readiness is not a one-time event. It is a recurring practice that reflects care for learners and pride in teaching. Each time you revisit your course with fresh eyes, you refine not only the materials, but also the learner experience.
Ultimately, course readiness is about relationships between instructors and learners. When instructors take time to prepare their digital space, they make an unspoken promise to their learners: You belong here - this course was built for you, and I am ready to teach it.
At UCATT, readiness reflects our shared commitment to quality learning experiences. It communicates to learners that their success matters, and that every course has been crafted with attention and care.
Whether you have taught online for years or are preparing your first course, remember that readiness is a form of hospitality. A prepared course welcomes students into a space where learning feels intentional, organized and engaging. For support with your course design, Brightspace tools or instructional best practices, contact UCATT.
References
Richardson, J. C., Madea, Y., Lv, J., and Caskurlu, S. 2017 Social presence in relation to students’ satisfaction and learning in the online environment: A meta analysis. Computers in Human Behavior, 71, 402 to 417. https://doi.org/10.1016/j.chb.2017.02.001
