When used appropriately, graphics can be a powerful tool in your online course. In addition to providing aesthetic appeal, graphics provide a visual component to your instructional materials that can complement or even enhance your written content. 

What’s critical, however, is that graphics are used in a way that supports, rather than distracts from, written course content. By remaining cognizant of the types of graphics and how they can be used within fair use guidelines, you can maximize the use of these visual elements to enhance the instructional materials in your online course.

Before adding graphics to your course, start with copyright and fair use. Most images you find online are protected by copyright, even if they are easy to download. Always confirm that you have permission to use a graphic, use properly licensed or royalty-free images, and provide attribution when required. When in doubt, choose resources labeled for reuse or create your own visuals.

Below are four common types of graphics you can use in your course, along with when and how to use them effectively.

Representational graphics

Representational graphics show what something looks like. They help students visualize objects, structures, or processes that may be difficult to describe with text alone.

Use representational graphics when:

• Students need to understand the physical structure of something
• You are introducing unfamiliar or complex objects
• Visual detail supports comprehension

Examples

• A biology course includes a labeled diagram of the human eye to support a lesson on anatomy
• An engineering course uses a blueprint or schematic to show how components fit together
• A health sciences course includes an illustration of muscle groups to reinforce terminology

Organizational graphics

Organizational graphics show how ideas, steps, or concepts are structured or connected. They help students understand sequences, hierarchies, and relationships between concepts.

Use organizational graphics when:

• You are explaining a process or workflow
• Students need to see how concepts are connected
• The material includes multiple steps or stages

Examples

• A business course uses a flowchart to show the steps in a customer purchasing process
• An education course includes a concept map that connects learning theories
• A project management course uses a timeline to outline phases of a project

Relational graphics

Relational graphics display data and show relationships between variables. They help students interpret trends, compare values, and analyze information.

Use relational graphics when:

• You are presenting data or statistics
• Students need to identify patterns or trends
• The goal is to support analysis or decision-making

Examples

• A political science course includes a bar chart comparing media coverage across outlets
• A business analytics course uses a line graph to show sales trends over time
• A public health course includes a pie chart illustrating population health data

Decorative graphics

Decorative graphics are primarily visual and do not directly support learning. While they can make your course look more engaging, they should be used sparingly. Overuse can distract students and increase cognitive load, which can reduce learning effectiveness (Clark & Mayer, 2016).

Use decorative graphics when:

• You want to signal transitions between sections
• You are breaking up long sections of text
• The image supports tone or engagement without distracting from content

Examples

• A banner image at the start of a module
• A simple icon marking the beginning of a new section
• A visual divider between topics

Using graphics in your online course can strengthen how students understand and engage with your content. When you combine intentional design with proper copyright practices, graphics become a valuable tool for improving learning rather than just adding visual appeal.

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References

• Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Hoboken, NJ: Wiley.
• Clark, R. C., & Lyons, C. (2016). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials. San Francisco, CA: Jossey-Bass Pfeiffer.
• Mayer, R. E., Moreno, R., & Sweller, J. (n.d.). E-learning theory. In Learning Theories. Retrieved from https://www.learning-theories.com/e-learning-theory-mayer-sweller-moreno.html