Online Course Development Checklist
For the Initial Preparation of an Online Course (Form A)
The Online Course Development Checklist for the Initial Preparation of an Online Course (Form A) was developed as a self-evaluation tool that can help faculty develop, redesign or evaluate online courses.*
The standards listed below have been compiled as a “best practice.” You may use the Notes column as a reminder of what you would like to incorporate in your course. The Online Course Development Checklist for the First Revision of an Online Course (Form B) will be your next progression in the online course self-evaluation.
*The Checklist may also be used for a course that has been taught previously.
Course Overview, Policies and Introduction
Course Overview
| Review Standards |
Done |
Notes |
| A statement introducing the student to the course and how student learning is structured is included. |
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| A course description is provided. |
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| Instructor information is available to student with contact, biographical, availability information, and picture. |
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| Standards are set and included for instructor response and availability (turnaround time for email, grades posted, etc.) |
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| Students are provided with a list of supplies such as textbooks and other instructional materials needed. |
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| A clear concise list of modules and activities that will be completed within each of the course modules/chapters/topics is provided. |
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| A grading policy is provided, including grading scale and weights. |
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| A calendar of due dates and other events is provided. (Review the calendar each time the course is taught to ensure proper dates.) |
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| A list of technical competencies necessary for course completion is provided. |
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| A list of technical requirements such as connection speed, hardware and software is provided |
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| The requirements for course interaction are clearly expressed. |
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| The instructor’s role in discussion activities is clearly defined. |
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Module
| Review Standards |
Done |
Notes |
| The content is sequenced and structured in a manner that enables learners to achieve the stated goals. |
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| The purpose of learning activities is clearly presented. |
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| The Course Goals and Objectives/Outcomes are present and explicitly stated to the learner. |
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| The Module Objectives/Outcomes are clearly presented to the learner and are aligned with the larger course objectives. |
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| The learning objectives of the course describe outcomes that are measurable. |
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| The learning objectives address content mastery as well as critical thinking ability and increased learning skills. |
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| The instructional function of the course elements (learning content, instructional methods, technologies, and course materials) is evident. |
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Course Design
| Review Standards |
Done |
Notes |
| The navigational instructions make the organization of the course easy to understand. |
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| Course abides by copyright and fair use laws. * |
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Institutional/Programs Support and Resources
| Review Standards |
Done |
Notes |
| Links, E-mail Addresses, and /or phone numbers to technical support are provided. |
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| Contact information for ADA special services is provided. (Note – provided in the template.) |
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Academic Support and Resources
| Review Standards |
Done |
Notes |
| A gradebook is available for checking progress. |
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Use of Multimedia
| Review Standards |
Done |
Notes |
| Technical Requirements – no specialized software or hardware is needed, and all players are provided or available freely for download. |
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| Images added to the course are clear. |
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| Image files are optimized for efficient loading. |
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Communication, Interaction and Collaboration
Activities and Opportunities
| Review Standards |
Done |
Notes |
| Learning activities and other opportunities are developed to foster communication and/or collaboration between student & instructor. |
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Discussion Board
| Review Standards |
Done |
Notes |
| Discussions are organized in clearly defined forums and/or threads. |
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| The requirements for course interaction are clearly articulated. |
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| The instructor’s role in discussion activities is clearly defined. |
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Student Evaluation and Assessment
Goals and Objectives
| Review Standards |
Done |
Notes |
| The assessment(s) and evaluation(s) are aligned with learning objectives. |
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| The assessment and evaluation goals are clearly articulated. |
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Strategies
| Review Standards |
Done |
Notes |
| Assessment and evaluation tools are appropriate for measuring stated outcomes. |
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Grades
| Review Standards |
Done |
Notes |
| Penalties assessed to grades, if applicable, are provided. |
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Feedback
| Review Standards |
Done |
Notes |
| A statement is provided explaining when students should receive feedback |
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Management
| Review Standards |
Done |
Notes |
| A deadline for each activity is provided. |
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| A date/time when the assessment will be available is provided. |
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| A description of the assessment delivery method is provided. |
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| Instructions for completion and submission are provided. |
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*http://www.copyright.gov/circs/circ1.html – Information on Copyright and Fair Use