High-Impact Design for Online Courses (HIDOC) Framework

The High-Impact Design for Online Courses (HIDOC) model is a robust, flexible, and systematic framework designed to enhance online learning experiences. Grounded in learning theory, instructional design models, and empirical research, HIDOC helps educators create structured, engaging, and results-driven online courses. 

The framework follows an eight-step linear process but is also adaptable for incremental or ad-hoc course development. It is specifically designed for higher education and can be applied across various modalities, including fully online asynchronous, synchronous, blended, and hybrid courses. You can follow along with the steps outlined below for your own online course planning or request a consultation to receive individualized guidance from an instructional designer. 

Key aspects of HIDOC include: 

• Results-focused approach: Begins with an emphasis on learners and learning goals. 
• Backward Design framework: Ensures learning outcomes, assessments, and instructional activities are intentionally aligned. 
• Support for high-impact teaching practices: Encourages learning communities, collaborative projects, and writing-intensive experiences. 
• Student-centered design: Promotes accessibility, engagement, and clear communication of expectations. 

Online courses require careful design, as nothing happens spontaneously. Faculty should deliberately create opportunities for interaction, engagement, and assessment to help students stay connected to the course, their peers, and the instructor. The HIDOC model provides a structured approach to help faculty navigate this process efficiently and effectively. Below are eight practical steps for designing a high-quality, engaging, and effective online course. 

We recommend reading High-Impact Design for Online Courses, which includes the eight-step model, examples, and detailed use cases. The Center for Teaching Excellence has copies available for checkout, or you can purchase the book here: HIDOC Model.

Source Acknowledgment 

Adapted from: 

Simunich, B., Gregg, A., & Ralston-Berg, P. (2024). High-Impact Design for Online Courses: Blueprinting Quality Digital Learning in Eight Practical Steps. Routledge. 

Further Reading 

• Backward Design – Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). ASCD. 
• Universal Design for Learning (UDL) – CAST. (n.d.). The UDL Guidelines. 
• Student-Centered Course Design – Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice (2nd ed.). Jossey-Bass.