The form intended for self-evaluating online implementations comprises 11 themes, and the questions provided under them are formulated to be suitable for evaluating online courses. However, the form can also be utilised in the development of an online implementation in its planning phase.

By filling in all sections of this form carefully, you will receive feedback on your course. If you wish, the results can also be sent to your e-mail.

Target group and users

Users and their needs are taken into consideration in the planning and the production phase, as well as during the implementation.
The starting level requirements can be found in the course description.
If necessary, the starting level can be established. Students participating in the course possess adequate basic information and knowledge for completing the course.
The implementation and the pedagogical solutions can be carried out with the selected number of participants.

Learning objectives, learning process and pedagogical solutions

The learning objectives are defined in a competence-based and working life oriented manner with the development of generic skills taken into consideration. The course involves applying suitable pedagogical models and modes of operation, as well as methods that are in line with the concept of learning of the course.
The contents and methods of the course, as well as the technical and pedagogical solutions, support the participants in reaching their learning objectives.
The students’ internationalisation is reinforced with the course.
The work methods of the implementation support the development and achievement of generic skills.
The students are able to set their own objectives in relation to the objectives of the course.

Assignments

The learning assignments promote the achievement of learning objectives, are working life oriented and make it possible to take the students’ individuality into account. The work methods chosen for the implementation support communal information building and competence sharing.
The purpose, the objective, the procedure, the evaluation criteria and the schedule of the assignments can be found on the online platform.
The assignments are connected to the learning objectives and actual working life situations.
The assignments are understandable and guide the students’ work.
The assignments are suitable for online learning and can be completed online individually or in collaboration with other students.
When carrying out assignments, the students have access to various technological solutions, such as audio, video, images and various texts.

Contents and materials

The contents and materials support the achievement of learning objectives.
The contents help the learners combine new information with previously learned information. The contents support the application of information.
The students receive guidance for selecting study materials that support their learning objectives.
The teachers and the students produce and select materials that are up to date and compiled from reliable sources.
References and access right information are included in the materials.
Information about practices related to the storage and utilisation of materials produced by the students can be found on the online platform.

Tools

The online tools support learning and learning objectives.
The implementation involves using online tools that support the achievement of learning objectives, are pedagogically justified and are suitable for professional work processes.
If the achievement of learning objectives requires downloading applications or creating a new user account, the matter is explained on the online platform. Any downloaded applications are free of charge and secure.
Instructions for using the online platform and tools, downloading applications and creating a user account can be found on the online platform.
The teacher and the students receive metadata from the online platform. The teacher may utilise said data for e.g. guidance, and the students may utilise the data for purposes such as monitoring the progress of their studies.
Information about the basic equipment required for completing the course, as well as any other necessary applications, can be found in the course description.
The course can be completed with a conventional online connection speed.

Interaction

Interaction supports the achievement of learning objectives.
The teacher and the students have an opportunity for mutual interaction, communal working, learning from others and sharing experiences online.
Stakeholders, such as labour market representatives, are able to easily take part in collaborations during the implementation.

Guidance and feedback

Guidance and feedback are timely and available for the duration of the course.
Information about student guidance and its implementation methods can be found on the online platform.
The students have an opportunity to receive guidance and feedback from teachers, other students and stakeholder representatives during the course.
The students are able to actively take part in guiding discussions utilising a variety of tools.
The analysis tools of the online platform are utilised for monitoring the students’ progress, encouraging them to make progress and supporting their guidance.
The responsible persons, channels and schedules related to student guidance can easily be found on the online platform.
The students are able to give feedback and ask questions for the duration of the entire course.

Evaluation

The evaluation is transparent, continuous and versatile with a focus on developing reflection skills.
The implementation method, the subjects and the areas of the evaluation can be found in the course description. The evaluation is carried out in accordance with the evaluation criteria.
Evaluation takes place throughout the learning process, and it is carried out by utilising versatile methods. The students participate in selfevaluations and peer reviews using the tools of the online platform.

Development

The online implementation is developed constantly.
The course is up to date and updated in terms of aspects such as learning objectives, contents, methods, evaluation and online tools.
Feedback is collected from the teachers and the students at least after the implementation. The course is developed based on the feedback received.

Usability and visuals

The implementation is clear, usable and secure.
The structure of the course and the different stages of progress are presented clearly. Matters that are essential to completing the course and correspond with the course description are compiled and can be found on the online platform.
Contents (e.g. folders, pages, files) are recognisable and functional.
The overall contents are presented in a unified style.
The fonts used are easy to read. The texts are large enough or can be enlarged.
The texts can be read with a screen reader.
The visual elements support the contents.
Videos and sound files are subtitled, or their contents are otherwise available in text.
Link description texts are understandable. Links open to a new browser window.
Materials that are not barrier-free are clearly distinguished.
The studies can be carried out regardless of the type of terminal equipment.
Studying on the online platform and using various applications and tools is secure. The contents and materials are secure.

Support services

Support is available in case of pedagogical or technical challenges.
The teacher is aware of the channels for pedagogical and technical support. The teacher can submit a support request using a variety of tools.
The students can find contact information on the online platform through which they can receive help regarding any questions they have about the contents and completion of their studies or technical problems. The students can submit a support request using a variety of tools.
Support requests are responded to within an agreed upon schedule.
Your result

Your online implementation meets the assessment criteria very well. Congratulations! You have attained the level of quality required for eAMK implementations. Please maintain the excellent quality by developing your online implementation continually based on student feedback, for example.

Your online implementation meets some of the assessment criteria, but still needs improvement. If some of your answers fall in the categories of no or partly, you should focus on developing these areas. Students, colleagues and online pedagogy support workers may provide you with good development ideas.

Your online implementation needs some work. Use the quality criteria as your guide. Focus in particular on areas that are not realised at all, as of yet. If possible, ask for feedback from your colleagues or an online pedagogy support worker – you are bound to get useful tips and development ideas.