The globally shared pandemic experience forced schools to shut their doors and required communities to examine their education systems. An important part of that examination is the evaluation of online learning education options. Online K-12 learning continues to grow, so examining how it can work better for students is important. This dissertation in practice study examined the use of a nationally recognized online course rubric to improve the student experience on an asynchronous, online platform through a series of three inquiry cycles: evaluating an existing course, revising units of the existing course, and implementation of the revised units with students. The outcome of this study was a revised evaluation rubric consisting of a unit-level and course-level section to support the organization within their course development, evaluation, and updates. The revised rubric tailors the national rubric to the specific needs of a local educational service center that provides online learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]