Objectives Following the COVID-19 pandemic, a shift to distance learning occurred, and some classes continue to be held remotely. Although universities have conducted class consulting to adapt traditional lecture-based courses to remote formats, research evaluating the effectiveness of these consultations from the perspective of learners, the educational consumers, is lacking. This study aims to develop evaluation items for assessing the effectiveness of remote classes and to verify the effectiveness of class consulting. Methods Variables for evaluating the effectiveness of the remote transition of courses were identified through a review of prior research and case analysis. Based on these variables, effectiveness evaluation items were developed, followed by validation by experts. Consulting was then provided to instructors and courses at S University that had applied for it, and the effectiveness of remote classes was assessed using the developed evaluation items. Results Through expert validation, the final evaluation factors identified were “perceived academic achievement,” “learning satisfaction,” “learning engagement,” “intention to continue learning,” “learning immersion,” and “self- regulated learning,” with specific items developed for each factor. The study found that all six areas improved significantly in undergraduate classes, while in graduate classes, all areas except self-regulated learning showed significant improvement. Conclusions Consulting for the improvement of classes, including remote classes, will continue to be important in the future. There is a need to evaluate the effectiveness of consulting for remote classes using the evaluation tool presented in this study.