Abstract
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.
Highlights
This survey study examined student readiness for online learning in 2018 through the dimensions of importance placed by the student in online learning and the student’s confidence in their ability as measures of readiness
Data collected from U.S higher education institutions found that in the fall of 2015, over six million college students (29.7% of all higher education enrollments) were enrolled in at least one online course and, as a result, online course enrollments were increasing while the enrollment rates of physical campus courses were declining (Allen & Seaman, 2017)
This study aimed to examine online student readiness for online learning based on students’ perception of the importance of and their confidence in several competencies
Summary
This survey study examined student readiness for online learning in 2018 through the dimensions of importance placed by the student in online learning and the student’s confidence in their ability as measures of readiness. An instrument with four subscales of competencies (online student attributes, time management, communication, and technical) that measure student readiness for online learning (SROL) was developed. This study aimed to examine online student readiness for online learning based on students’ perception of the importance of and their confidence in several competencies. Farid (2014) conducted a systematic review of student online readiness assessment tools and evaluated the quality of instruments developed through ten studies between the years 2001 to 2008. He examined 31 e-learning constructs among the 10 instruments and found that the highest number of common constructs in these instruments was seven.
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