The document outlines key considerations for institutions considering offering online courses. It discusses whether online courses could benefit on-campus students by filling curricular gaps or providing enhancements. It also examines whether online courses could expand the institution's market to external audiences like MOOC students or fee-paying students. The document also questions if the institution has the necessary financial and staffing resources and whether courses are consistent with its mission and model. It provides questions to determine fit with the existing curriculum and quality comparability to current courses.

1.  The Online Checklist
Alison Byerly, Middlebury College
AAC&U Conference, January 2013

2.  Why should my institution offer online courses?
(1) To benefit on-campus students— how?
Fill internal curricular gap, offer curricular enhancement
(2) To expand market to external audiences—who?
Non-fee-paying students - MOOCs
If goal is open access, is that consistent with
institution’s other intellectual property
policies?
Fee-paying students
Expectations for service/interaction?

3.  Do we have the resources necessary?
(1) Financial resources
Do you anticipate revenue gain? Can you tolerate
revenue loss?
How will you fund this new initiative?
(2) Staffing resources
Offered by existing faculty
Part of regular teaching load? for add’l
salary?
Valued in reappointment/tenure criteria?
Offered by adjuncts

4.  Are the courses consistent with my institution’s
mission, model, and market?
(1) Do they fit into your existing curriculum: liberal arts,
professional, vocational?
Are they subject to faculty committee approval ?
Will you award credit for them? Certificates?
(2) Are they comparable in quality to your existing courses?
Does scale matter? Level of interactivity?
(3) Are similar online courses offered by peer institutions?
What will make yours preferable?
Are there opportunities for collaboration?

5. Slides available on Slideshare and at:
http://blogs.middlebury.edu/alisonbyerly/
• “Formerly Known as Students.” Inside HigherEd, October 29,
2012.
http://www.insidehighered.com/views/2012/10/29/essay-
how-moocs-raise-questions-about-definition-student
• “Before You Jump On the Bandwagon…” Chronicle of Higher
Education, Sept. 3, 2012. http://chronicle.com/article/Before-
You-Jump-on-the/134090/

6. Slides available on Slideshare and at:
http://blogs.middlebury.edu/alisonbyerly/
• “Formerly Known as Students.” Inside HigherEd, October 29,
2012.
http://www.insidehighered.com/views/2012/10/29/essay-
how-moocs-raise-questions-about-definition-student
• “Before You Jump On the Bandwagon…” Chronicle of Higher
Education, Sept. 3, 2012. http://chronicle.com/article/Before-
You-Jump-on-the/134090/