Analysis of the ToOLS online readiness instrument as an indicator of student success in online courses in a community college environment

Abstract

As online learning increases its presence in higher education, there is value in identifying instruments to accurately and reliably assess the readiness of students to succeed in this learning environment. One instrument used by numerous institutions is the Test of Online Learning Success (ToOLS). This study examined the psychometric properties of the ToOLS online readiness instrument and its efficacy as an indicator of success in online courses, with specific focus on the community college environment. The sample for the study comprised 157 students enrolled in online courses in a community college in a Mid-Western urban environment. Data was collected via online survey methodology and extraction from institutional sources. The study found that ToOLS had sound content validity based on comparison with the research literature, and good reliability, both internal and test/re-test. Analysis of its underlying factor structure was not possible due to sampling issues in the original validation study in the literature and sample size limitations in the present study However, despite its psychometric acceptability, ToOLS was not found to be a successful indicator of student grades in online courses. There was evidence that the failure of ToOLS in this capacity may stem from being outdated in identifying the factors that currently contribute to readiness for, and success in, online learning. It was recommended that ToOLS be used by community colleges to identify specific online readiness factors that may pose difficulties for individual students, but not as a general indicator or predictor of online learning success.