Assessing Readiness for E-Learning

Abstract

Today, e‐learning is a common delivery media for education and training within many organizations. Yet, while both the supply and demand for e‐learning opportunities has risen in recent years, many professionals are beginning to question whether e‐learn‐ers are prepared to be successful in an online learning environment (e.g., Gug‐lielmino & Guglielmino, 2003; Watkins & Corry, 2005). After all, a learner's demonstrated success in a conventional education and training classroom may not be an adequate predictor of success in an e‐learning classroom. One way of gauging a potential online learner's readiness is through self‐assessment. As a first step in defining an instrument that measures an e‐learner's readiness, with the cooperation of volunteer participants from the U.S. Coast Guard, this study looked into the validity and internal consistency of items within a self‐assessment of e‐learning readiness that is under development, and provided data for the continuing development and revision of the instrument. Having demonstrated evidence of internal consistency and construct validity, the self‐assessment now provides a tool for continuing research into the prediction of e‐learning performance. Funding for this study was provided by the International Society for Performance Improvement.

An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

“…Previous research has supported the importance of measuring student readiness in online learning before students then proceed to take an online course (McVay, 2000(McVay, , 2001Parnell & Carraher, 2002;Smith, 2005;Watkins, Leigh, & Triner, 2004), as well as the significant effect of student readiness on students' academic achievement within the online learning environments (Bernard et al, 2004;Kerr et al, 2006). In addition, it is necessary to provide an adequate social and academic support in order to enhance the students' sense of belonging in online learning both for increased meaningful learning experiences and higher retention rates (Ali & Leeds, 2009;Atchley, Wingenbach, & Akers, 2012;Ludwig-Hardman & Dunlap, 2003).…”

“…However, many educators in higher education do not know how to measure their learners' social, communication, and technical competencies which are required for these learners to succeed in such environments . Moreover, although a number of universities develop and implement their own online learning readiness surveys, these surveys, as discussed previously, tend to focus more on computer or Internet skills, technology accessiblity, and general learner characteristics such as attitute toward online education or personal learning preferences (Bernard, Brauer, Abrami, & Surkes, 2004;Kerr, Rynearson, & Kerr, 2006;Watkins, Leigh, & Triner, 2004).…”

Measuring e-Learning Readiness Concept: Scale Development and Validation Using Structural Equation Modeling

“…Self-directed learning was captured by 14 items adapted from [18], [19], and [20]. Motivation was measured by 9 items adapted from [10] as well as from [1]. Perceived usefulness was taped by 4 items adapted from [14].…”

“…Although there are several studies focused on online teaching strategies and technological innovations, they seem to have ignored a relatively important detail regarding the readiness of students to learning [1]. Moreover, some studies have shown that most students are not prepared for the virtual learning environment.…”

“…Moreover, some studies have shown that most students are not prepared for the virtual learning environment. Despite the existence of literature on e-learning readiness, some authors of existing tools and others have strongly recommended in future research to proceed firstly to improve the internal and external validity of these tools, and secondly, to take into account other dimensions [1]. According to these authors, the development of an e-learning readiness instrument is highly desirable to identify risk students in the virtual learning environment.…”