This article examines the issues and barriers to effective online course design, recent research concerning guidelines for designing effective online courses (Bannan-Ritlan, 2002; Hirumi, 2005; Koszalka & Ganesan, 2004; Northrup, 2001), and research-based instructional design guidelines for course design (Kemp, Morrison, & Ross, 1998). It then raises the question of how to design comparable online and on-ground courses in order to ensure the goals, objectives, and learning outcomes are met in both delivery modes. A design process and matrix provide guidelines for mapping consistency and congruency across course delivery methods. (Contains 4 tables.)