"This is Fine”: How to Quickly Move Your Courses Online, Keep Students Engaged, and Provide Engagement Data to Administration

Concurrent Session 1
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Session Materials

Brief Abstract

Learn how a two-person team successfully redesigned hybrid and onsite courses for online delivery in the span of two weeks. We will share our project management tips as well as how we simply tracked student engagement using Federal Education Guidelines as a rubric.


Holding an MA in English Literature, an MLIS, and a graduate certificate in instructional design, Kelly Diamond is the head of West Virginia University Libraries’ Office of Curriculum and Instructional Support. The Office develops and maintains the WVU Libraries’ for-credit course, ULIB 101: Introduction to Library Research, and manages other Library credit-bearing courses on visual literacy, grant-seeking, and gender and the research process. Diamond also assists with course development as well as provides instructional support through individual consultations and professional development opportunities. The Office also develops and maintains digital learning objects, such as the WVU Plagiarism Avoidance Tutorial. Diamond’s research interests include the intersections of information literacy, critical pedagogy, and online instruction and design. [Pronouns: she / her].

Extended Abstract


Our university library system is distinctive in its range of credit-bearing courses as well as its centralized location for developing courses and instruction: Office of Curriculum and Instructional Support (OCIS). However, much like every university and college this past spring, we faced the challenge of not only moving our onsite and classroom instruction online, but also making sure that our dedicated online classes kept students engaged during a difficult and extraordinary semester. Using the Department of Education’s Federal Guidelines on substantive learning and engagement as well as triage and delegation decisions, we were able to shift an onsite course online; turn a hybrid course into an online one; and make sure students in our dedicated online sections stay focused and achieve learning outcomes during a turbulent semester.

Due to COVID 19, our campus shut down mid-March, and spring break was extended by two weeks to give faculty time to shift their onsite courses to online. The University Teaching and Learning Center assisted faculty with redesign as much as possible, but with over 3000 course sections, they could only offer broad assistance. Our library curriculum office, consisting of two employees (a librarian and an instructional design assistant), needed to quickly shift focus from ongoing projects to moving two classes, ULIB 301: Gender in the Research Process, a hybrid course, and ULIB 302: Research for Non-Profits, an onsite course, to entirely online delivery. Additionally, we needed to prepare and migrate course content for four sections of ULIB 101: Introduction to Library Research, an online 8-week course, that was set to begin the week the campus shut down. We also needed to be mindful about encouraging student engagement; library administration tasked us with keeping data regarding student engagement, not only for their office, but for the Provost’s office as well. We collected relevant data through the use of a simple Excel spreadsheet as well as reporting function in our CMS, Blackboard.

This presentation will cover not only how we planned and implemented the redesign of ULIB 301 and ULIB 302 but also the migration of four online ULIB 101 sections. Instructors for both courses will discuss their experience during this redesign process as well as their experience teaching online. We will also present data reflecting the levels of student engagement using the Department of Education’s guidelines for regular and substantive instruction as a metric.

The presentation will have four sections: Introduction and Background; Shifting a Hybrid Course to Online; Shifting an Onsite Class to Online; and Our Engagement Data. Before each section, we will poll the audience with a question or questions related to the section. We will also collate and share the results of these polls after the presentation as well as our conference materials and planning documents through a Springshare LibGuide or a Google Doc.

Session Goals

  • Attendees will be able to articulate methods for triaging and delegating a large scale instructional design project with a quick turnaround time.
  • Attendees will be able to list best practices for engaging students during a time of crisis.
  • Attendees will learn how to track student engagement data aligned with government regulations by using simple spreadsheets and common CMS functions.