Examining Student Perception of Readiness for Online Learning: Importance and Confidence
DOI:
https://doi.org/10.24059/olj.v24i2.2053Keywords:
Student Readiness, Online Learning, Student Attitude, Student Ability, Student PerceptionAbstract
The last two decades have seen a steady increase in the number of online courses in higher education. This survey-based study examines student readiness for online learning in 2018, through the dimensions of importance and confidence as measures of readiness. An instrument with four subscales of competencies (online student attributes, time management, communication, and technical) that measures student readiness for online learning (SROL) was developed. Reliability of student responses to an online readiness instrument and factors related to student perception are examined. Descriptive statistics and item level means for the competencies are provided. Two repeated measures ANOVAs with one-within subject factor (four subscales for importance and competency) were conducted. Online student attributes, time management, and technical competencies were rated high for importance compared to communication competencies. Students were confident in online student attributes and technical competencies compared to time management and communication. Data was also analyzed based on demographic differences. MANOVA showed significant differences based on the race (white and non-white) of the students and course format (asynchronous, synchronous, and blended) on their perceptions of online learning competencies.
References
Allen, I. E., & Seaman, J. (2017). Digital Compass Learning: Distance Education Enrollment Report 2017. Babson survey research group.
Bernard, R. M., Brauer, A., Abrami, P. C., & Surkes, M. (2004). The development of a questionnaire for predicting online learning achievement. Distance Education, 25(1), 31–47. doi: 10.1080/0158791042000212440.
Biner, P. M., Dean, R. S., & Mellinger, A. E. (1994). Factors underlying distance learner satisfaction with televised college-level courses. American Journal of Distance Education, 8(1), 60-71. doi:10.1080/08923649409526845.
Boyd, D. (2004). The characteristics of successful online students. New Horizons in Adult Education, 18(02), 31-39.
Caprara, G., Vecchione, M., Alessandri, G., Gerbino, M., Barbaranelli, C., & Caprara, G. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78–96. doi:10.1348/2044-8279.002004.
Chang, M. & Ho, C. (2009). Effects of locus of control and learner-control on web-based language learning. Computer Assisted Language Learning, 22(3), 189–206.
Cho, M. & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34, 290-301.
Deng, L., Tavares, N. (2013). From moodle to facebook: Exploring students' motivation and experiences in online communities. Computers & Education, 68. 167–176. doi: 10.1016/j.compedu.2013.04.028.
Discenza, R., Howard, C., & Schenk, K. (2002). The design & management of effective distance learning programs. Hershey, PA: Idea Group Publishing.
Dray, B.J., & Miszkiewicz, M. (2007). The intersection of learner characteristics and technology capabilities: Implications for online learning. Paper presented at the 2007 AERA Annual Meeting, Chicago, IL.
Farid, A. (2014). Student Online Readiness Assessment Tools: A Systematic Review Approach. Electronic Journal of e-Learning, 12(4), 375-382.
Garrison, D. R., Cleveland-Innes, M., & Fung, T. (2004). Student role adjustment in online communities of inquiry: model and instrument validation. Journal of Asynchronous Learning Networks, 8(2), 61–74.
Gore, P. A. (2006). Academic self-efficacy as a predictor of college outcomes: two incremental validity studies. Journal of Career Assessment, 14, 92–115.
Hew, K. F., & Cheung, W. S. (2008). Attracting student participation in asynchronous online discussion: a case study of peer facilitation. Computers & Education, 51(3), 1112– 1124.
Ho, L., Tsung‐Hsien, K., Binshan, L. (2010) Influence of online learning skills in cyberspace. Internet Research, 20(1), 55-71. https://doi.org/10.1108/10662241011020833
Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080-1090.
Islam, A. N. (2012). Understanding e-learning system usage outcomes in hybrid courses. In 2012 45th Hawaii International Conference on System Sciences (pp. 118-127). IEEE.
Johnson, G. (2015). On-campus and fully-online university students: Comparing demographics, digital technology use and learning characteristics. Journal of University Teaching and Learning Practice, 12(1), 15.
Kaymak, Z., & Horzum, M. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1792–1797. doi:10.12738/estp.2013.3.1580
Ke, F & Xie, K. (2009). Toward deep learning for adult students in online courses. Internet and Higher Education, 12, 136-145
Ke, F. (2010). Examining online teaching, cognitive and online presence for adult students. Computers & Education, 55, 808-820.
Kerr, M. S., Rynearson, K. & Kerr, M. C. (2006). Student characteristics for online learning success. Internet and Higher Education, 9, 91-105.
Kummerow, A, Miller, M & Reed, R. (2012). Baccalaureate courses for nurses online and on campus: A comparison of learning outcomes. American Journal of Distance Education, 26(1), 50-65
LaRochelle, J. M., & Karpinski, A. C. (2016). Racial differences in communication apprehension and interprofessional socialization in fourth-year doctor of pharmacy students. American journal of pharmaceutical education, 80(1), 8.
Lin, B., & Hsieh, C. T. (2001). Web-based teaching and learner control: A research review. Computers & Education, 37(4), 377-386.
Liu, Y., Lavelle, E. & Andris, J. (2002). Experimental effects of online instruction on locus of control. United States Distance Learning Association Journal, 16(6).
Martin, F., & Parker, M.A. (2014). Use of Synchronous Virtual Classrooms: Why, Who and How? MERLOT Journal of Online Learning and Teaching, 10(2), 192–210.
Martin, F., & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning Journal, 22(1), 205–222.
Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. The Internet and Higher Education, 37, 52–65.
Mattice, N. J., Dixon, P. (1999). Student preparedness for distance education. ED(436), 216th ser., 1-74.
McGhee, R. H. (2010). Asynchronous interaction, online technologies self-efficacy and self-regulated learning as predictors of academic achievement in an online class. (Doctoral dissertation). Retrieved from ProQuest LLC. (Accession No. 3453755).
McKavanagh, C., Kanes, C., Beven, F., Cunningham, A., & Choy, S. (2002). Evaluation of Webbased flexible learning. Leabrook, Australia: National Centre for Vocational Education Research, 2002. (ED 462 604) http://www.ncver.edu.au/research/proj/nr8007.pdf.
McVay, M. (2001). How to be a successful distance learning student: Learning on the Internet. New York, NY: Prentice Hall.
Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education, 56(1), 243-252.
Moore, M. G. (2013). Handbook of distance education (3rd ed.). New York, NY: Routledge.
Muse, H. E. (2003). The web-based community college student: An examination of factors that lead to success and risk. The Internet and Higher Education, 6, 241-261. doi:10.1016/S1096-7516-(03)00044-7
Osborn, V. (2001). Identifying at-risk students in videoconferencing and web-based distance education. The American Journal of Distance Education, 8(1), 47-63.
Park, J., & Wentling, T. (2007). Factors associated with transfer of training in workplace E-learning. Journal of Workplace Learning, 19(5), 311–329. doi:10.1108/13665620710757860
Park, Y. J., & Bonk, C. J. (2007). Synchronous learning experiences: Distance and residential learners’ perspectives in a blended graduate course. Journal of Interactive Online Learning, 6(3), 245-264.
Parkes, M., Stein, S., & Reading, C. (2015). Student preparedness for university e-learning environments. The Internet and Higher Education, 25, 1-10.
Parnell, J.A., & Carraher, S. (2002). The role of effective resource utilization in strategy's impact on performance. International Journal of Commerce and Management, 13(3), 1-34.
Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior. The Internet and Higher Education, 29, 91-97.
Quinn, F. (2011). Learning in first-year biology: Approaches of distance and on-campus students. Research in Science Education, 41, 99-121.
Rollnick, S., Mason, P., & Butler, C. C. (2010). Health Behavior Change E-Book. Elsevier Health Sciences.
Roper, A. R. (2007). How students develop online learning skills. Educause Quarterly, 30(1), 62–64.
Shi, J., Chen, Z. & Tian, M. (2011). Internet self-efficacy, the need for cognition and sensation seeking as predictors of problematic use of the internet. Cyber Psychology, Behavior and Social Networking, 14(4), 2130234.
Smith, P. J. (2001). Learning preferences of TAFE and university students. Australian and New Zealand Journal of Vocational Education Research, 9(2), 87–109.
Smith, P. J. (2005). Learning preferences and readiness for online learning. Educational Psychology: An International Journal of Experimental Educational Psychology, 25(1), 3-12.
Smith, P. J., Murphy, K. L., & Mahoney, S. E. (2003). Towards identifying factors underlying readiness for online learning: An exploratory study. Distance Education, 24(1), 57-67.
Tsai, M.J., Tsai, C.C. (2003). Information searching strategies in web-based science learning: the role of Internet self-efficacy. Innovations in Education and Teaching International, 40(1), 43-50.
Toppin, I. N., & Toppin, S. M. (2016). Virtual schools: The changing landscape of K-12 education in the US. Education and Information Technologies, 21(6), 1571-1581.
U.S. Department of Education. (2014). 2003-04, 2007-08, and 2011-12 National Postsecondary Student Aid Study (NPSAS:04, NPSAS:08, and NPSAS:12. Retrieved from: https://nces.ed.gov/programs/digest/d16/tables/dt16_311.22.asp?current=yes
U.S. Department of Education. (2018). Digest of Education Statistics, 2016 (NCES 2017-094), Table 311.15. Retrieved from: https://nces.ed.gov/fastfacts/display.asp?id=80
Wang, A. Y. & Newlin, M. H. (2002). Predictors of web-student performance: the role of self-efficacy and reasons for taking an on-line class. Computers in Human Behavior, 18, 151–163.
Warner, D., Christie, G., & Choy, S. (1998). Readiness of VET clients for flexible delivery including on-line learning. Brisbane: Australian National Training Authority.
Watkins, R., Leigh, D., & Triner, D. (2004). Assessing Readiness for Online learning. Performance Improvement Quarterly, 17(4), 66-79.
Yu, T. (2018). Examining construct validity of the student online learning readiness (SOLR) instrument using confirmatory factor analysis. Online Learning, 22(4), 277-288. doi:10.24059/olj.v22i4.1297
Yu, T., Richardson, J. (2015). An exploratory factor analysis and reliability analysis of the student online learning (SOLR) instrument. Online Learning, 19(5). 120-141
Zimmerman, W. A., & Kulikowich, J. M. (2016). Online learning self-efficacy in students with and without online learning experience. American Journal of Distance Education, 30(3), 180-191.
Downloads
Published
Issue
Section
License
As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.
This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.
Author(s) hold copyright in their work, and retain publishing rights without restrictions