Online Course Readiness Self Assessment
This checklist of specific elements is an instructor tool to ensure quality in the design of online courses and will be seen, used, and
retained only by the instructor. This checklist is for online course preparation and self-evaluation and evaluates only organization
and structures, not course content, as courses already comply with curriculum, department, and institutional quality standards.
The model below is based on the Quality Matters TM Rubric for Higher Education
Criteria
Standards
Tool
Available
1. Course
Overview and
Introduction
1.1 Instructions make clear how to get started and where to find various course
components.
 Course syllabus (use Syllabus Template)
 “Read Me First” and “Start Here”
 Course tour or scavenger hunt
 Clear statements about how to get started
 Graphical table showing online and face-to-face components of hybrid course
1.2 Students are introduced to the purpose and structure of the course.
 Course schedule, delivery (online/hybrid), modes of communication, types of
learning activities, how learning will be assessed
 Titles/word choice matters: “Course Introduction,” “Welcome from the
Instructor,” Start Here,” “Course Schedule,” “Course Calendar”
1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email,
and other forms of communication are stated clearly.
 Online Syllabus Template has netiquette section and link to the student
handbook
1.4 Course and/or institutional policies with which the student is expected to comply
are clearly stated, or a link to current policies is provided.
 Consider and state both institution policies (i.e. code of conduct and academic
integrity/dishonesty) and instructor policies (i.e. late work)
1.5 Prerequisite knowledge in the discipline and/or any required competencies are
clearly stated.
Welcome
Template
1.6 Minimum technical skills expected of the student are clearly stated.
 Using D2L, email with attachments, word processing software, and others that
pertain to your class.
1.7 The self-introduction by the instructor is appropriate and is available online.
 In addition, course reflects instructor’s voice and presence in a substantial and
meaningful manner.
1.8 Students are asked to introduce themselves to the class.
 Discussions and other D2L tools lend themselves to introductions.
 In blended classes, this should also be available online
SCTCC – Student workload expectations are clearly identified
 Minimum number of weekly activity hours required to succeed
SCTCC – First week orientation activities
 Activities to demonstrate student is able to use the IMS tools (introduction
Discussion, sample Dropbox, sample quiz)
SCTCC – Course calendar of course activities is provided to students
 Drop and withdrawal deadlines
 List of all reading assignments and pages
 List of due dates for all major activities and assessments
SCTCC - Course News presents reminders and additional resources
Syllabus
Template
ALIGNMENT
Syllabus
The course
introduction sets
the tone for the
course, lets
students know
what to expect,
and provides
guidance to
ensure they get
off to a good
start.
2. Learning
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Y/N
Syllabus
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Welcome
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Welcome
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Welcome
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D2L Widget
“Student
Support”
Syllabus
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Module
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Objectives
(Competencies)
The learning
objectives
establish a
foundation upon
which the rest of
the course is
based.
3. Assessment
and
Measurement
Assessment is
implemented in
a manner that
not only allows
the instructor a
broad
perspective on
the students’
mastery of the
content, but
also allows
students to
measure their
own learning
throughout the
course.
2.1 The course learning objectives describe outcomes that are measurable.
ALIGNMENT
2.2 The module/unit learning objectives describe outcomes that are measurable and
consistent with the course-level objectives.
2.3 All learning objectives are stated clearly and written from the students’ perspective.
2.4 Instructions to students on how to meet the learning objectives are adequate and
stated clearly.
2.5 The learning objectives are appropriately designed for the level of the course.
 Use Bloom’s and taxonomies that describe levels of learning.
ALIGNMENT
3.1 The types of assessments selected measure the stated learning objectives and are
consistent with course activities and resources.
 Assignment must fit the assessment: essay for measuring writing skills, multiple
choice test for terms/vocabulary, problem analysis for measuring critical
thinking
3.2 The course grading policy is stated clearly.
 Include a list of all activities, test, projects, etc that will determine the student’s
final grade
 Explain the relationship between the final letter grade and the student’s
accumulated points and/or percentages
 Grade item names and values match those in syllabus
3.3 Specific and descriptive criteria are provided for the evaluation of students’ work and
participation and are tied to the course grading policy.
 Use rubrics or list of criteria with associated point values
 Describe how participation in Discussions will be graded.
3.4 The assessment instruments selected are sequenced, varied, and appropriate to the
content being assessed.
 Multiple types of assessment help the instructor become familiar with the
student’s work and discourage “proxy cheating”
 Pace assessments evenly, at least every 2 weeks throughout the course
3.5 Students have multiple opportunities to measure their own learning progress.
 Learning games, draft papers with review, peer reviews, practice quizzes,
samples and/or examples of successfully completed assignments are offered.
SCTCC - Revisions and Updates
 Assignments and assessments are updated prior to each term to support the
continual improvement process
 Content should be revised annually to include current samples and examples
from discipline
4.Instructional ALIGNMENT
4.1 The instructional materials contribute to the achievement of the stated course and
Materials
The
instructional
materials form
the core of the
course, and
these standards
respect the
module/unit learning objectives.
 Materials, resources, and learning objectives for the course align in a clear and
direct way.
4.2 The purpose of instructional materials and how the materials are to be used for
learning activities are clearly explained.
 Links to websites are self-evident or contain explanations for their use.
 Games, exercises, assignments, and other materials are self-evident or contain
explanations of the purpose for use.
4.3 All resources and materials used in the course are appropriately cited.
 Images, graphics, websites, and materials are identified according to copyright
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instructor’s
prerogative in
selecting them.
The focus of this
standard is on
supporting the
course
objectives and
competencies,
rather than on
qualitative
judgments
about the
materials.
and intellectual property policies.
Media or documents from third parties that have been licensed for use in
course are accompanied by an electronic copy of that agreement within the
course files (licenses and releases do not need to be visible to students)
4.4 The instructional materials are current.
 The instructional materials represent current thinking in the discipline.
4.5 The instructional materials present a variety of perspectives on the course content.
 Instructor provides additional content to supplement publisher textbook and
resource materials.
 Course materials are robust and create a rich learning environment.
4.6 The distinction between required and optional materials is clearly explained.
 This information should be provided prior to or at the beginning of the class.
SCTCC - Course is welcoming to learners from diverse backgrounds
 Course is free of cultural bias and minimizes idioms
 Where visuals are used, they represent diversity in culture
 Examples and case studies draw upon different cultures without the use of
stereotypes
5. Learner
Interaction
and
Engagement
ALIGNMENT
5.1 The learning activities promote the achievement of the stated learning
objectives/outcomes.
 Design allows for experiential applications to/from students’ lives, including
reading assignments, student presentations, labs, class discussions, case studies,
role playing, tests, and so on
 Course design guides students through activities for practice, reflection, and
engagement with the course content
5.2 Learning activities provide opportunities for interaction that support active learning.
 Appropriate, specific, and descriptive discussion topics with initial message by
instructor and clear instructions
 Learning activities foster instructor-student, content-student, and if appropriate
to the course, student-student interaction
 Opportunities for engagement with others through activities such as
discussions, group projects, debates, role-play, peer review (papers, blogs,
student designed web pages), chat, collaborative editing (wikis), webconferencing, and online presentations
5.3 The instructor’s plan for classroom response time and feedback is clearly stated.
 Turn-around time for email, grade posting, etc
 In addition to a grade or score, students receive written feedback on
assignments
5.4 The requirements for student interaction are clearly articulated.
 Consider using rubrics to specify how these are evaluated
Engaging
students to
become active
learners
contributes to
the learning
process and to
student
persistence
6. Course
Technology
The technology
enabling the
various course
components
facilitates the
student’s
learning

Module
Template
Module
Template
Syllabus
Template
Syllabus
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ALIGNMENT
6.1 The tools and media support the course learning objectives.
 Tools include discussion, chats, wikis, blogs, grades, and interactive elements
 Media include video, animations, podcasts, and typically one-way delivery
 These are not required, but when used must align
6.2 Course tools and media support student engagement and guide the student to
become an active learner.
 Interactive software and self-check exercises
 Shared documents and wikis
 Animations, simulations, games
6.3 Navigation throughout the online components of the course is logical, consistent, and
efficient.
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experience and
is easy to use,
rather than
impeding the
student’s
progress.
 D2L controls some of the navigation by the tool bar
 Other components (links and so on) are within your control
6.4 Students can readily access to the technologies required in the course.
 Hardware, software, subscriptions, and plug ins must be easily obtainable.
6.5 The course technologies are current.
 Web conferencing, Mobile apps, Wikis, Blogs, Simulations, Social media
 And more!
7. Learner
Support
7.1 The course instructions articulate or link to a clear description of the technical
support offered and how to access it.
 Email link to tech support or help desk
 Phone number for tech support or help desk
 Links to publisher materials
 Links to tutorials
 Link to FAQs
7.2 Course instructions articulate or link to the institution’s accessibility policies and
services.
7.3 Course instructions articulate or link to an explanation of how the institution’s
academic support services and resources can help students succeed in the course
and how students can access the services.
 Include link to Academic Support
 Links to online orientations
 Link to the library, and how to access materials
 Link to guides to conducting research, writing papers, and citing sources
7.4 Course instructions articulate or link to an explanation of how the institution’s
student support services can help students succeed and how students can access
the services.
In the learner
support standard,
four different
kinds of support
services are
addressed:
technical support,
accessibility
support,
academic services
support, and
student services
support.
Syllabus
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D2L Widget
“Student
Support”
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Syllabus
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D2L Widget
“Student
Support”
Syllabus
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D2L Widget
“Student
Support”
8. Accessibility 8.1 The course employs accessible technologies and provides guidance on how to obtain
The accessibility
standard
incorporates the
principles of
Universal Design
for Learning
(UDL) and is
consistent with
Web Content
Accessibility
Guidelines
(WCAG).
accommodation.
 Course Modules are identified with clear and descriptive titles
 Documents are well structured with appropriate machine-readable headings
 Documents which must be edited and returned to students should be in a
widely available format (unless specific software is noted at time of
registration).
 Alternative assignments are provided for any activities or content which cannot
be delivered in a fully accessible format.
8.2 The course contains equivalent alternatives to auditory and visual content.
 Media should be accompanied by closed-captions or a full-text transcript
 Video clips, images and animations are captioned and have a text transcript.
8.3 The course design facilitates readability and minimizes distractions.

Sufficient contrast is used in the font and background colors
 Use of special fonts or special character sets is avoided
8.4 The course design accommodates the use of assistive technologies.

HTML documents and tagged PDF files are most accessible
 Tables are used for layout and to organize data
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