Learning objectives are the foundation your well-designed online course. They define what you want students to know and be able to do by the end of their learning experience. As you begin to write or revise objectives for your course, use this information to support clear, measurable, and student-centered objective design.
Think of your learning objectives as the guiding structure for your course. They help you make intentional decisions about content, assessments, and instructional strategies.
Here are some other ways well written learning objectives can help:
- Prioritize content and concentrate on the most critical elements of course
- Break down content into manageable, meaningful units
- Design assessments and activities to measure meaningful learning
- Clearly communicate expectations to students
- Provide clarity for colleagues who may utilize the same primary course
- Align courses within the broader program structure
During the course design process, you will write learning objectives at both the course and module levels. While the content of the objective will change depending on the level, the approach remains the same. Once you begin thinking in terms of objectives, this practice becomes a natural part of course design.
A simple and effective starting structure is:
By the end of this [course, module, or lesson], students will be able to…
However, structure alone does not ensure quality. Objectives should focus on what students will do rather than what the instructor will cover.
A strong learning objective should also be SMART:
- Specific: Specific to your course and goals. Avoid vague or subjective language.
- Measurable: Contain criteria that helps an instructor measure a student’s progress toward the completion of the goal.
- Attainable: Realistic within the timeframe and level of the course.
- Relevant: Connected to course, program, or workforce goals.
- Time-bound: Tied to a clear timeframe within the course.
Begin with the end in mind. Ask yourself:
- What should students still know or be able to do months after the course ends?
- What skills are essential in your discipline?
- What would success look like in a real-world context?
These answers should drive your objectives.
Build from existing program- or course-level objectives before writing module- or week-level objectives to ensure alignment.
Example
Weak
This course will cover how to generate, evaluate, and document design decisions
Strong
By the conclusion of this course, students will be able to document how an organization determines design decisions.
What’s the difference: The weak objective focuses on what the instructor will do and has multiple actions. The strong objective shifts the focus to what students will achieve.
A key feature of strong objectives is measurability. Bloom’s Taxonomy is a framework for distinguishing different types of intellectual skills. Bloom’s identifies six cognitive domains and each map to different measurable action verbs that can help you write objectives that are appropriate for your course:
| Cognitive domain | Example verbs |
|---|---|
| Remember | Define, identify, list, state, reproduce |
| Understand | Classify, indicate, match, select, summarize |
| Apply | Apply, generalize, illustrate, record |
| Analyze | Compare, examine, differentiate, discriminate |
| Evaluate | Argue, contrast, critique, defend, evaluate, judge |
| Create | Construct, design, formulate, hypothesize, plan |
Using Bloom’s verbs helps you move from vague intentions to observable outcomes. It also supports scaffolding, allowing students to build from foundational knowledge (remembering) to more complex thinking (creating).
Focus on observable skills that align with assessment.
- Avoid verbs like understand, learn, know, or appreciate. Instead, use verbs like analyze, compare, design, interpret, or construct.
- Ask yourself how students will demonstrate the skill and what evidence will show achievement.
Example 1
Weak
Students will learn how cultures explain and treat illness differently.
Strong
By the conclusion of this module, students will be able to explain how cultures understand and treat illness differently.
What’s the difference: The weak objective describes a passive action, learn, which is not measurable. The strong objective is active and emphasizes a skill students can apply beyond the classroom.
Example 2
Weak
Students will understand the causes of the Six-Day War.
Strong
By the conclusion of this week, students will be able to discuss the political, economic, and social causes of the Six-Day War.
What’s the difference: The weak objective focuses on an internal state (understanding), while the strong objective outlines an observable action (discussion).
Each objective should target a single, clear outcome. Avoid combining multiple actions into one objective. If needed, split them into separate objectives.
If an objective feels too broad or complex, divide it into smaller objectives. This improves clarity and helps organize instruction and assessment.
Watch for “expert blind spots.” As an expert, it can be difficult to remember what is challenging for beginners. Break complex skills into smaller steps, include foundational objectives, and use Bloom’s levels to scaffold learning.
Example
Weak
Students will perform the duties of a nurse practitioner.
Strong
By the conclusion of this course, students will be able to interpret a patient’s medical history.
What’s the difference: The weak objective is not specific about the skills students will complete, while the strong objective is specific and achievable.
Learning objectives are the roadmap to a successful and engaging course. By taking the time to articulate clear, actionable, and specific objectives, you set your students up for success and create a course that is both focused and effective. So, take a moment to think about what you truly want your students to walk away with, and let those goals guide your course design from start to finish.
References
- Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans, Green.
- Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
- Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd ed.). Jossey-Bass.
- Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction. Atlanta, GA: Center for Effective Performance.
- Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). ASCD.
