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Although e-learning is spreading quickly across the globe in both educational and non-educational institutions there are problems and misconceptions related to e-learning. Thus, the aim of this paper is to review existing literature, particularly previous research pertaining to the three dimensions on the basis of which online courses should be designed and assessed. Essentially, we argue that e-learning should take an systematic approach and the checklist we have developed can be used to assess online teaching and learning sites and to develop strategies for pedagogy, resources and delivery in e-learning. It is hoped that introducing measurability of online course assessment will help quantify the usefulness of online course.