Developing an instrument to assess student readiness for online learning: a validation study

Dray, Barbara J.; Lowenthal, Patrick R.; Miszkiewicz, Melissa J.; Ruiz-Primo, Maria Aracelli; Marczyński, K

doi:10.1080/01587919.2011.565496

Cited by 120 publications

(88 citation statements)

References 23 publications

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“…Thus, understanding how best to gauge student readiness or preparedness for online study is a critical institutional responsibility. A range of recent studies have sought to characterize the main factors underlying readiness for online study (Vonderwell, 2004;Watkins et al, 2004;Pillay et al, 2007;Mercado, 2008;Dray et al, 2011;Farid, 2014;Wladis et al, 2016). Collectively, these studies emphasize the importance of technical skills, effective time management, individual differences (especially selfdirected or self-regulated learning), financial means, and online self-efficacy as elements of readiness.…”

Section: Online Teaching: Critical Factorsmentioning

confidence: 99%

“…Collectively, these studies emphasize the importance of technical skills, effective time management, individual differences (especially selfdirected or self-regulated learning), financial means, and online self-efficacy as elements of readiness. A range of measures have also been developed and validated to assess student readiness for online learning (Kerr et al, 2006;Mercado, 2008;Hung et al, 2010;Dray et al, 2011), but there is scope in future research to consider the notion of student readiness more directly, as it relates to readiness for intensive online learning. In this mode, one could argue that there is an increased responsibility for faculty to screen students on commencement, to pre-empt and remedy potential barriers to a successful online study experience.…”

Section: Online Teaching: Critical Factorsmentioning

confidence: 99%

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Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

et al. 2017

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Demand for flexible online offerings has continued to increase as prospective students seek to upskill, re-train, and undertake further study. Education institutions are moving to intensive modes of online study delivered in 6-to 8-week study periods which offer more frequent intake periods. Prior literature has established key success factors for nonintensive (12-13 weeks) online offerings; for teachers, skill development is critical to promote a flexible, responsive approach and maintain technological capabilities; for students, an ability to navigate the technology, interact with the learning environment in meaningful ways, and self-regulate learning is important, as the absence of physical infrastructure and opportunities for face-to-face interactions in online environments places a greater emphasis on alternate forms of communication and support. The current paper explores known best practice principles for online instructors, students, and student support and considers how these might apply to intensive online environments. It is suggested that the accelerated nature of learning in intensive settings may place additional demands on students, instructors, and support mechanisms. Further research is imperative to determine predictors of success in online intensive learning environments.

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Section: Online Teaching: Critical Factorsmentioning

confidence: 99%

Section: Online Teaching: Critical Factorsmentioning

confidence: 99%

Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

et al. 2017

View full text Add to dashboard Cite

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“…However, most existing readiness instruments tend to focus only on technology access, online skills, and computer skills (Watkins et al, 2004;Dray et al, 2011).…”

Section: Review Of Existing Student Readiness Instrumentsmentioning

confidence: 99%

“…To measure communication competencies in online learning, four items from the online learning readiness survey (OLRS) of Dray et al (2011) …”

Section: Communication Competencies Measurement In Online Learningmentioning

confidence: 99%

“…Some universities require their students to take an online learning readiness test before they take online courses in an effort to provide input about those specific skills or areas where the student may have general deficiencies for online learning. However, existing online learning readiness surveys may only be focused on a narrow range of aspects -such as access to technology, basic computer skills, Internet connections or basic learner characteristics rather than upon a more all-encompassing profile which could be studied to address the competencies necessary for one to be truly successful (Dray, Lowenthal, Miszkiewicz, Ruiz-Primo, & Marczynski, 2011). …”

Section: Introductionmentioning

confidence: 99%

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

Richardson

2015

OLJ

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The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using exploratory factor analysis (EFA) and reliability analysis. Twenty items from three competencies–social competencies, communication competencies, and technical competencies–were designated for the initial instrument based on the Student Online Learning Readiness (SOLR) Model as a new conceptual model. An exploratory factor analysis (EFA) revealed that four factor-structures of the instrument of student readiness in online learning explained 66.69% of the variance in the pattern of relationships among the items. All four factors had high reliabilities (all at or above Cronbach’s Î± > .823). Twenty items remained in the final questionnaire after deleting two items which cross-loaded on multiple factors (social competencies with classmates: five items; social competencies with instructor: five items; communication competencies: four items; and technical competencies: six items). The four-factor structure of the Student Online Learning Readiness (SOLR) instrument has been confirmed through this study. Educators can use the Student Online Learning Readiness (SOLR) instrument in order to gain a better understanding of the level of freshmen college students’ online learning readiness by measuring their social, communication, and technical competencies. In addition, this study examined two factors of social integration in Tinto’s Student Integration Model (SIM) and has introduced the Student Online Learning Readiness (SOLR) conceptual model with the purpose of extending Tinto’s social integration model to online learning environments.

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Introducing online training for health staff: An institutional perspective

Chrysantina

Sæbø

Kaasbøll

2022

E J Info Sys Dev Countries

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Online training has been gaining popularity for its flexibility and cost-efficiency. Its introduction challenges existing practices of in-service training which are mostly in the form of onsite training. Based on a participative, interpretive case study, we conceptualized in-service training as an institution, examining how the introduction of online training affected changes to the in-service training practices. Our research investigates three modes of in-service training; onsite training, self-paced online course, and synchronized online training. Two conflicting institutional logics that are associated with the first two modes of training emerge; onsite training logic and online training logic. The in-service training institution in Indonesia remained stable despite changes in technology used and the covid pandemic. The logic of onsite training continued to be dominant throughout the period, and most training practices in onsite training were carried over to the online training without reflections.

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Developing an instrument to assess student readiness for online learning: a validation study

Cited by 120 publications

References 23 publications

Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

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

Introducing online training for health staff: An institutional perspective

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