Are the student online readiness assessments so popular now with colleges and universities really hitting the mark? Are they credible and research-based, or are they constructed from best guesses and “teacher lore”? Some assessments suggest that student success is all about self-discipline, a high-speed Internet connection, and the ability to use a mouse. Others suggest that motivation and the subject matter one intends to study matter most. At any rate, opinions vary. What follows is a review and evaluation of student readiness surveys and instruments, as well as a discussion about the assumptions that underlie the questions that are asked. In addition, the discussion engages in an in-depth probe of the way that motivation (learner and facilitator) affects student performance and learning outcomes.
Perhaps the most inclusive instrument which is both readily available online and does not require registration is the University System of Georgia’s SORT (Student Online Readiness Tool) http://www.alt.usg.edu/sort/. According to their website, “seven main topics appear to be closely tied to student success in the online learning environment” and were identified through “research, investigation, and by asking experience online educators and students.” The potential online student reads an introduction which explains the rationale behind the instrument(s), and then proceeds to various screens which present interactive, self-scoring forms. Each questionnaire contains ten or fewer questions, and they are unambiguously presented. The following categories are addressed:
–Technology Experience: Addresses the potential student’s experience and comfort level with using online technology, computers, and the Internet.
–Learning Preferences: If a student prefers to learn in a face-to-face environment, this survey will help ferret out that information. What it does not address is the fact that sometimes a person’s preferred way to learn does not matter when deciding whether or not to take an online course. If the student is compelled to take an online course due to realities of work, deployment, family, or health, then, according to most universities’ mission statements, it is incumbent upon the learning provider to make accommodations. “Learning Preferences” is a category that applies only when students truly have choices in the delivery method. Like it or not, that is not always the case.
–Study Habits: Questions revolve around the issue of a student’s time management skills, study habits, and approach toward studying in a situation where one is working alone and without the benefit of a study group or tutor. While these skills are undoubtedly useful for online courses, they apply to all courses and educational experiences. This is a very useful tool for all courses.
–Goals and Purposes: Perhaps one of the most innovative elements of this assessment, this section touches on the intrinsic and extrinsic motivation that underlies an individual’s decision to enroll in an online learning program. Will the student receive a promotion at work when they complete their course of study? Will the student be reimbursed for tuition upon successful completion of the course? Or, will the student be penalized at work if they do not complete the course in a timely manner?
The Illinois Online Network’s “Self-Evaluation for Potential Online Students” is a basic questionnaire that brings together many of the questions addressed in the SORT evaluation. It is effective for a “quick look” but does not deal with the underlying issues, nor does it separate out the categories of competency, self-concept, motivation, or self-efficacy.
http://www.ion.illinois.edu/IONresources/onlineLearning/selfEval.asp
San Antonio College’s “Internet Course Readiness Module” Online provides a readiness assessment along with orientation and grounding. The website is effectively designed, with very engaging graphics.
http://www.accd.edu/sac/online/html/isc/test.htm
- Orientation http://www.accd.edu/sac/online/html/isc/test.htm#orientation#orientation
- Purpose http://www.accd.edu/sac/online/html/isc/test.htm#purpose#purpose
- Steps to Successfully Take an Internet Course http://www.accd.edu/sac/online/html/isc/test.htm#steps#steps
- Hardware/Software Requirements http://www.accd.edu/sac/online/html/isc/test.htm#hardware#hardware
- Steps to access an Internet Course http://www.accd.edu/sac/online/html/isc/test.htm#access#access
- Technical Support http://www.accd.edu/sac/online/html/isc/test.htm#technical#technical
Learning Technology Series (LTS)’s downloadable tool “Online Readiness Survey and Student Bio Assessment” http://www.ltseries.com/LTS/sitepgs/fees.htm is available for installation on a server with license fees. It is quite basic, but there are a number of potential uses for it. It includes motivation and the student bio can be customized for each class, which provides the professor with student-provided information. There may be a problem in terms of disclosure and privacy, and FERPA experts should review before implementation.
The Pima College Online Readiness assessment is effective for community college students.
http://www.pima.edu/dept/onlineReadiness/
Another community college approach is provided by Monroe Community College’s “Online Learning: Is It For Me?” It is quite unique in the sense that it directly addresses myths associated with online courses, and contains a video clip.
Debunking Myths - plus video:
http://www.monroecc.edu/depts/distlearn/minicrs/mod_1classesMe.htm
Laura Gibbs’ Online Learning Assessment is thorough, easy-to-use, and elegantly designed, as are all her tools:
http://www.mythfolklore.net/3043mythfolklore/readiness/index.htm
1. Choosing an Online Course - http://www.mythfolklore.net/3043mythfolklore/readiness/01_online.htm
2. Your Class Preferences - http://www.mythfolklore.net/3043mythfolklore/readiness/02_classprefs.htm
3. Computer Access - http://www.mythfolklore.net/3043mythfolklore/readiness/03_compaccess.htm
4. Computer Skills - http://www.mythfolklore.net/3043mythfolklore/readiness/04_compskills.htm
5. Computer Applications - http://www.mythfolklore.net/3043mythfolklore/readiness/05_compapps.htm
6. Reading & Writing - http://www.mythfolklore.net/3043mythfolklore/readiness/06_readwrite.htm
7. Organizational Skills http://www.mythfolklore.net/3043mythfolklore/readiness/07_organization.htm
The Foothill College Global Access’s E-Learning Orientation site is lively, and despite the use of Microsoft Office graphics (ick - couldn’t they design their own??), the idea is effective, and results lively and engaging.
Foothill’s Online Learning Orientation is similar to others, but perhaps even more student-oriented. http://www.foothillglobalaccess.org/orientation/ What makes it unique is its “Typical Day” site, which helps a student (with a typical life) develop a strategic plan for succeeding with her online course. http://www.foothillglobalaccess.org/orientation/typical_day.htm Unfortunately, fewer and fewer students have “typical days” - many are connecting with wi-fi at a hotel, large Starbucks, or airport hub with hugely interrupted connections. They are synching with their Blackberry or using dial-up in lower-tech hotel rooms. Even more commonly, students are scouring the town they have liberty in to find an Internet cafe, or waiting in line at field operations for a “morale computer.” Colleges and universities must wake up and serve the real needs of real students and forget the “typical day” idea of the “paradigm lost” of 3 or 4 years ago.
Finally, Foothill’s Self-Assessment questionnaire
a) making a free-will choice to take an online course;
b) motivated by the same things that motivate a traditional on-campus student, and that the consequences of non-performance are the same as in a traditional setting;
c) accepting of the notion that the burden of successful performance rests on them and not with the education provider (the college, faculty member, or course delivery method);
d) the course management system and other interfaces do not need to be a part of the orientation;
e) contingency delivery methods are not in place in case of aggressive firewalls that disable javascript, java, applets, and other critical elements.
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