Checklist for Evaluating School Arabia

Site
Item Yes No Not
applicable
Access
Are visitors able to access the course without a
username or password and Can visitors reviewing
demo course?
Does the course provide a list of Internet Service
Providers (ISPs) that learners reported having
encountered problems in accessing and using the course
Website?
Is the course Website designed to be accessible by a wider
user population?
Does the course provide access to other source of
information related to the course content (videos, audio
materials….?
Cost
Is the course Website hosted on a commercial system
(with monthly fee)?
Teaching and Learning Issues
Does the course provide the Course Goals?
Does the course provide the Course Objectives?
Are clear learning outcomes specified in the course?
Are the course objectives measurable and achievable?
Does the course inform learners what they must do to
achieve the objectives?
Are course assignments, reports and discussions flexible
enough to accommodate students' own learning goals?
Do the course goals and objectives include the skills
covered in similar courses taught in other institutions?
Does the course review the prerequisite skills necessary
for learning the skills of the course?
Does the course exploit the flexibility of the
hypertext/hypermedia (e.g., hyperlinks) environment of
the Web?
Is the course content appropriately matched to the method
of delivery?
Does the course provide clear directions of what learners
should do at every stage of the course?
Does the course provide a sense of continuity for the
learners (i.e., each unit of the lesson builds on the
previous unit where appropriate)?
Are the course materials organized in a manner
appropriate to the apparent philosophical approach?
Is there a clear and apparent sequence or structure to the
information?
Is the material grouped ("chunked") effectively?
Does the course provide summaries of key points of the
instruction?
Given the course goals, is the content complete?
Does dynamic contents of the course are updated
regularly?
Does the course require students to do any offline
activities?
Does a course’s description in the syllabus communicate
the importance and relevance of its content?
Does the course content use any textual and multimedia
materials from outside sources?
Does the course deal with Well-structured type of
content?
Does the course allow for the instructor to serve as
facilitator?
Does the course offer facilitation tools (e.g. e-mail,
Online discussion forum, Audio conference)?
Is the course designed to support students to become
independent distance learners?
Does the course allow students to have some control over
the material to be learned?
Does the course have online presentation(s)?
Does the course have virtual exhibits?
Does the course provide online demonstrations sessions?
Do students receive guidance on writing and online
behavior on the discussion forums?
Interactivity and User Friendliness
Are the web materials available in multiple formats?
Does the course use different interface structure?
Are the web documents available for browsing, printing
and saving in various formats?
Is the site attractive and appealing to the eye?
Are background colors of screen appropriate to the
foreground colors of the screen?
Does the course use a consistent layout?
Does the course use a standard font type?
Do the pages on the course website load quickly?
Does the course assign student pre-listening or other
instructional activities while the files are downloading?
Are the content uses any of the scannable text
guidelines (sub-heading, bulleted lists, highlighting…)?
Is the content credible?
Does the course use short meaningful text?
Does the course follow (one-idea per paragraph) rule?
Is the writing style appropriate for the reading level of
target audience?
Is the course content presented Grammar
?in standard writing convention Punctuation
Spelling
Capitalizing
Is the course use any of the Animation
following ways to gain learner Motion
?attention Graphics
Colors
Sounds
?Are the content-relevant graphics clear
?Is the font style, color and size appropriate for learners
Does the course give credit to individuals involved in
?designing and developing the course
?Does the course use meaningful headings
?Dose the course cater for different learning styles
?Can low vision users resize the course screen
Can users who cannot use mouse navigate the e-learning
?materials using the keyboard instead
Dose the course use acronyms instead of using the full name
?each time
Does the course provide structural aids (i.e., unit, modules,
?lesson, activities, etc.) to guide learner’s navigation
Does the course provide site map (map of the course parts &
?(links
Are all links clearly labeled, and do they serve an easily
identified purpose, so that learners have enough information to
?know whether they should click a link
?Do the site internal & external links distract the learner
?(Dose the course provide clear icons (standardized icons
Does the course use consistent color for both unvisited and
?visited links
Is the course consistent with the use of terminology
?throughout
?Are there any links to bags that are incomplete sites
Are learners informed when they use outside links lead to
?different Websites
?Dose the site include a search feature
Does the course provide a support mechanism to indicate the
?progress made
Does the course include features that automatically return a
student to the point where he/she last left off during the
?previous session
?Are menus deep
Does every page of the course have links back to the site's main
?page
Do all the inside & outside links in the course link to the
?correct locations
?Does the course have any inactive links
Can users easily know where they are and navigate the
.site without guessing
Organizational Issues
Does the designer conduct a need analysis for the e-
learning course?
Dose the designer provide faculty and staff directories
on-line?
Dose the designer provide most up-to-date information
about the course?
Can students register on-line?
Dose the designer provide online procedures for
paying?
Dose the designer provide transcripts and grade
information on-line?
Dose the designer provide grade information on-line?
Dose the designer has its policies and guidelines for all
students?
Dose the designer provide a list of instructional and
support staff to assist online students?
Can students contact instructional staff using
communication methods such as e-mail and phone?
Dose the designer provide students handbook?
Are students expected to complete survey about general
information?
Dose the designer provide detailed information of the
course for remote learners?
Dose the course provide a self-test to check students'
understanding of orientation?
Dose the designer provide academic advising for new
students?
Are learners provided with online counseling?
Dose the course provide tutorial services?
Dose the designer provide special services for students
with disabilities?
Novelty
Does the course have orientation programs that provide
technical training to students before starting the course?
Is the course Website hosted on course provider's own
system?
Is the course Website hosted on a commercial system
(with monthly fee)
Does the course provide the Bandwidth capacity
following information about its
Limitations of its
institution's networks to learners?
networks
Is there a “buddy system” established in the course so that
learners will have at least one person who they can call to
do some preliminary troubleshooting or just ask advice?
What happens to a pre-scheduled Exam or chat is
exam or chat when the server is rescheduled
down? Exam or chat is
postponed until the
server is up and
running
Exam is done offline
Not sure
Does the course provide alternative off-line learning
activities if the course server goes down?
Does the course provide e-mail accounts to students?
Does the course offer any training sessions or direct
students to appropriate resources so that they can get the
necessary skills to fully participate in the various
activities of the course?
Are the minimum capabilities (e.g., browser, software
compatibility, data transfer speeds) for an adequate
Internet service provider specified in the course?
Has the institution created any reusable and shareable
learning objects (LOs)?
Are there time limits for how long learners can be logged
on to the course?
Does the course provide for desktop videoconferencing
or any other type of real-time interaction?
Does the course provide links to resources where
learners can learn more about required hardware?
Does the course provide any recommendations on best
place(s) to buy various hardware components required
for the course?
Does the course inform students about the video clips
or streaming media (if any) used in the course may not
run effectively with a slow modem?
Does the course allow learners to choose any of the
following connection speeds for streaming media used
in the course?
• 28.8 K
• 56K
• T1
Are any browser "plug-ins" needed to use the pages?
Does the course provide links to resources where
learners can learn more about required software?
Does the course provide any recommendations on best
place(s) to buy the required software for the course?
Does the course provide links to resources where all
software can be downloaded or purchased?
Check if the course provides any Chat
of the following interaction or E-mail
recommendation mechanisms MUD (Multi-User
for students: Dungeon or
Dimension)
MOO (Mud, Object
Oriented)
Discussion Forum
Newsgroup
Whiteboard
Is the course developed using LMS
any of the following software? LCMS
Authoring software