Assessing online readiness: Perceptions of distance learning stakeholders in three Oklahoma community colleges

Abstract

Scope and Method of Study:

Distance learning research has suffered from an inconsistency and lack of comparability of conceptualizations and instrumentation. A commonly accepted online readiness instrument could improve this situation for readiness studies. The significance of this study is its provision of evidence from distance learning stakeholders regarding what ought to be pre-assessed in a valid online student readiness assessment tool. A valid online readiness assessment could result in higher student success rates as evidenced by increased grades in online classes, lower attrition rates in online classes, maximization of investment in distance learning funding, increased student and faculty satisfaction, and expanded potential for life-long learning. The study was descriptive in nature, using a mixed method technique for collection and analysis of data. The focus was on quantifying the data received via three surveys and using these data to conduct an evaluation of the Self Evaluation for Potential Online Students using Scriven's Key Evaluation Checkpoints evaluation methodology.

Findings and Conclusions:

This study was the first step in determining what should be included in an online student readiness assessment. It was concluded that although the ION Self Evaluation for Potential Online Students is a useful tool for self-assessment, modernization of the instrument is needed. It was also concluded that an updated assessment instrument would be used in a variety of ways. The findings of this study could lead to development of a valid and useful online student readiness assessment tool for users of Internet-based courses, a tool that could also serve an important function in distance learning research by providing a common data source for studies of online readiness.