Determining Student Readiness for Online Instruction

Santos Martinez, Ed. D.
Vice President of Student Services
Coastal Bend College

Helen Torres
Director of Distance Education
San Antonio College

Vickie Giesel, Ed. D.
Dean, College Preparatory and Support Services
Tyler Jr. College

Introduction

According to the findings of the Illinois Virtual Campus, “most institutions require basic technical skills as a prerequisite for enrollment in online courses but students are generally not required to demonstrate performance of these skills” (Washburn 2003) .   A review of community college and university websites not only seems to substantiate the Illinois findings but suggests institutional efforts to help potential students assess basic computer, work processing, and Internet use skills.  While anecdotal evidence suggests a correlation between student readiness for online instruction and student success, research based instruments for determining student readiness are lacking.  The lack of valid instruments for determining student readiness does not mean institutions have not developed programs and practices to help students understand the requirements of online education, to identify their own skills in relation to those requirements, and to promote student success in online instruction.  The need at this point in the development and expansion of online instruction is for identification of best practices in determining student readiness and in facilitating student success in an online environment. 

The authors’ goal for this article is to provide a review of best practices to assist institutions in their efforts to determine student readiness for online instruction.  Student readiness in this article refers to multiple support services that prepare students for successful online instruction.  Any endeavor whose ultimate goal is to promote student success in an online environment must examine institutional efforts to identify prerequisite skills, institutional strategies to equip potential students for online instruction, resources required, and a deep look at how student readiness is determined.  Student readiness must be viewed in a continuum extending from the point of initial interest and extending through the skill development phase as students work through the instruction offered by the institution for preparing students embarking on an online education journey, and at the end, must encompass the final phase as students access the course(s) and begin their work.  This article is limited to examining institutional efforts but if learning involves both learners and guides, at some point the learner’s motivation, skill, and drive must also be examined.

This document examines a variety of resources and presents a brief overview of current best practices that may be used in determining student readiness and equipping students for success in online instruction.

Readiness Assessment Tools and Models

According to Howell, Williams, and Lindsay (2003) several factors are emerging that should be mentioned at this point: (1) the Internet is becoming dominant among distance-education media; (2) the increasing demand on higher education infrastructure means more distance education programs are needed; and (3) student demand for flexibility in program structure to accommodate their responsibilities is being supported and answered. These trends suggest several implications among which are a greater need for helping students determine their readiness for learning in an online environment and an increase demand for viable instruments that help students examine their readiness for learning in such an environment.

The models included in this document indicate a strong preference for an initial interactive assessment to help students determine their readiness for learning in an online environment.  The assessments generally tend to focus on two areas: (1) technical skill, and (2) on study skills and motivation.  Some assessments also address learning styles.

The University of Georgia. The University of Georgia is one of the institutions that is providing the help that students need.  Dr. Lynn Schrum’s Student Online Readiness Tool (SORT) developed for the University of Georgia (2001), consists of six research based interactive assessments that are designed to help learners assess their readiness for online learning.  The goal is to help learners make an informed decision based on the information and immediate feedback provided by the six modules.  Each module consists of a brief description, an interactive questionnaire, immediate feedback, and strategies and suggestions for each module.  Indications are the model places responsibility on the learner to work through each of the modules and to make subsequent decisions based on the information garnered from the modules and additional links.  SORT consists of the following modules:

1. Technology Experience

Since computer access and skills levels are deemed important factors on learners’ attitudes toward online education, the Technology Experience instrument consisting of nine items helps the learner assess the level of computer, email and Internet skills.

2. Access to Tools

Since convenient and consistent access to hardware and software tools is vital for success in online learning, the Access to Tools twelve item questionnaire is designed to help the learner determine access to the most common tools for online courses.  Students are advised to check the course under consideration to determine whether additional tools are needed.

3. Study Habits

Because study habits and skills are critical to learning, the nine question Study Habits quiz helps students determine strengths and weaknesses in this area.

4. My Lifestyle

In order to help students examine the demands of their schedule and the requirements of the course, the six question inventory helps students determine the compatibility of their lifestyle and online learning.

5. Goals and Purposes

This six item questionnaire helps students assess their motivation for learning.

6. Learning Preference

The eleven item questionnaire helps students identify their preferred style for processing and remembering information.  It helps them link their understanding of information processing to the course selection decision and to determine strategies for a more successful learning experience.

A resource link provides specific strategies and additional links to needs identified in each of the modules.

The strengths of the SORT model include an interactive format, immediate feedback, a focus that extends beyond the obvious technical requirements to include a look at the individual’s responsibility for identifying the motivation for taking online courses, and a process for suggesting specific strategies for each module.

The Wisconsin Virtual School. Although the Wisconsin Virtual School provides services to secondary school students, their assessment model is worthy of mention.  The model emphasizes personal skills and aptitudes for taking online courses.  They have identified six attributes that contribute to student success.  WVS requirements place responsibility on the student in line with trends in distance education.  According to Howell (2003) a learner-centered, non-linear, and self-directed model in distance education is emerging.  It is a model which emphasizes students’ responsibility for their own learning. Indications are the WVS model is one which follows the emerging trend.  It links the following six attributes to student success:

1. Self-Motivation

This is defined as the ability to direct the learning environment, fulfill course requirements, and achieve individual academic success.

2. Independent learning

The assessment helps students gauge their understanding of the online environment, how it facilitates learning at an individual pace, and how this pace relieves the stress of feeling pressured thus promoting an enjoyable learning experience.

3. Computer Literacy

While advanced computer skills are not necessary, basic knowledge of electronic email, the Internet, and keyboarding skills are needed.

4. Time Management Skills

An ability to organize and plan the best time to learn is needed.

5. Effective Written Communication Skills

Since communication with peers and instructors is accomplished via the use of electronic formats, the ability to communicate ideas and assignments is important to student success.

6. Personal Commitment

A strong desire to learn and attain knowledge and skills via online courses requires a strong commitment to participate in order to achieve.

Wisconsin Virtual School students take a Browser test to ensure that their computers have all the necessary components and plug-ins required for the course(s).  The Student Orientation Tutorial available to all new students introduces students to the platform and tools that will be used in the course(s).  A ten item interactive assessment is available to help students determine if online instruction is right for them.  This online interactive assessment provides an individual score, a brief advisory, and a note about the options offered by online instruction.

The strengths of the WVS model include the emphasis on the personal student attributes that contribute to success, the interactive assessment, immediate feedback, and the Browser test with its well organized site and instructions for downloading required software.

Austin Community College. The Austin Community College model is simple, clean, and interactive.  The Distance Learning site is linked to a variety of interactive assessments designed to assist the student making a decision regarding the appropriateness of distance learning classes.   The initial advisory informs students of both the flexibility offered by distance learning and of the motivation and time management skills required.

The model includes three interactive modules:

1. DL 101: Learning Style Self-Assessment

This module is intended to help the student understand his/her learning style preference and to determine whether distance learning is appropriate.

2. DL 101: Technical Skills Checklist

This is an interactive checklist designed to help the student determine the level of technical skills and includes online tutorials in the various skills.

3. Passport to Success
   
   This is an online interactive workshop that enables the student to explore the basics of distance learning.  The workshop includes study tips and strategies and access to support resources.

The model is linked sequentially so the registration information page is accessible from the assessments page.  The registration information page provides the necessary links to complete the process.  The model provides support materials but holds the student responsible.

The strengths of the model include an excellent interactive workshop and extensive resource list.

The San Antonio College Model. One of the community colleges that offers extensive and in depth help to potential students and faculty is San Antonio College (SAC).  Their Readiness Test is a quick, interactive, nine item self-evaluation that helps students determine the appropriateness of online and video courses.  It provides an immediate brief advising report.  Students who have taken the Readiness Test are advised to proceed to Module 3: Online Course Readiness Module which prepares them to take online courses.  The three modules, which require one to three hours each, prepare students for online learning, are free to SAC students, and may be completed in any order. The SAC Internet Skills Center provides three instructional modules as follows:

1. Module I: Basic Computer Skills which addresses the following components

• Understand basic computer operations

• Take an overview of Windows operations

• Create and save Word documents

• Edit a Word document

• Format a document

• Set and adjust margins

• Insert headers and footers

• Set document margins

• Use the Help menu

• Print a document

2. Module II: Web-based Library Skills consists of the following:

• Take a virtual tour of the library

• Use the online catalog

• Explore library resources

• Find information on the Internet

• Enhance library research skills.

3. Module III: Online Course Readiness Module which is designed to designed to teach students how to take an Online course successfully, prepares completers of the module to do the following:

• Access the SAC Distance Education web site

• Use the Internet for SAC courses

• Use email in web courses

• Access Online course files

• Obtain technical support

The strength of the San Antonio College model includes an interactive assessment to determine Readiness for Online Education, timely and extensive modules designed to assist the learner develop the requisite skills for success in an online environment, and the Internet Skills Center responsible for providing assistance to students.  The model also provides opportunities for faculty to develop the skills required for successful experiences in an online environment along with appropriate motivation.  The faculty skill development portion is addressed in the section on Learning Guides/ Facilitators for Learning/ Instructors/ Faculty.

Cascadia Community College.  The Cascadia Community College model includes a short, interactive, twelve item assessment to help students determine whether the distance learning environment is appropriate for them.  A brief advisory based upon the assessment score is provided upon submission. One aspect that distinguishes this model is that the assessment is offered through Washington Online, the state's virtual campus. The Washington Online Virtual Campus facilitates collaboration among Washington State colleges to provide greater educational opportunities.

The Washington Online Virtual Campus offers prospective students an opportunity to explore seven excellent informational modules which provide an introduction to the distance learning environment.  The initial topic includes the readiness assessment and the Blackboard Week Zero Tutorial, a self-paced online course intended to introduce students to the platform to be used.  It is called Week Zero because it is deemed to be most effective if completed prior to the start of classes. The tutorial is set up in a Blackboard classroom similar to the one used in the college classes.

Other topics include online learning skills, advising on program selection, financial aid information, information on required hardware and software, and an excellent Learn-To-Learn Course module.  The Learn-To-Learn course offers an introduction to online learning for students who are considering taking an online class for the first time.  The course, produced by Washington Online and The Boeing Company, helps the students learn:

1. Online course navigation

2. How to use e-mail

3. How to participate in chat rooms

4. Browser functionality

5. Study Skills

Cascadia Online provides a good introductory overview for first-time online students.    The page contains a short guide designed to help students prepare for the online class environment. The overview includes six steps:

1. Is Online Learning for Me?

2. Information on the Technology and Skills Requirements for a successful experience.

3. Hints for effective schedule planning to allow regular attendance and homework time for the online course.

4. An opportunity to explore the Learn to Learn tutorial.

5. Practice navigating in Blackboard by doing the Week Zero Tutorial.

6.  An opportunity to buy textbooks and activate your library card.  Information on library services available online through the library site and live online research help availability through www.lib.washington.edu/services/qnalive is presented.

The Cascadia Model is comprehensive. The assessments, tutorials, and information pages are very helpful.  One of the most impressive dimensions of the model is the linkage with the Washington Online Virtual Campus.  It is an excellent model of collaboration.

Coastal Bend College. Coastal Bend College (CBC) is one of the smaller Texas community colleges developing and delivering courses via the Internet.  Since consumers are not interested in the circumstances of the institution but are interested in the availability of online instruction, in the quality, and in the support services for online instruction that are offered by an institution, even smaller institutions are required to provide the requisite services to support online instruction.   These expectations have profound implications for smaller institutions which must rely on limited institutional resources.  While the CBC model does not compare with the sophistication of models developed at larger districts, it does effectively demonstrate what is possible with limited resources.

Smaller institutions rely on “personal touch” a dimension evident in a “high tech- high touch” environment.  CBC’s use of Internet specific advisors is one example of a high touch approach.   Although basic information regarding the availability of Internet courses and information on the enrollment process is posted on the institution’s website, an interactive assessment is not used.  Advisors work with individual students to help them determine their readiness for learning in an online environment.  The advising process includes a review of attributes of successful online learners and of student’s technical skill level.

The Coastal Bend College Model follows this process:

1.    Students interested in taking an online course submit an Application To Take Internet Courses which requires applicants to provide some indications of their technical skills.

2.    Students meet with an Internet specific advisor to determine their readiness and to enroll as determined by the student and advisor based on the student’s technical skills, life schedules, and motivation.

3.    Students attend an Orientation for Internet Students which addresses the following components:

• CampusConnect (online student information access)

• ECOS

• CBC Student Email Program

• Internet Course Test Policy

• Explore WebCt

• How to Navigate the Web Links

• Smarthinking (online tutoring assistance)

• Introduction to CBC Web-based resources and HelpDesk

4.    Retention Specialist directs initial contacts with online students via the HelpDesk and works with faculty to monitor class participation.

5.    The HelpDesk assumes vital functions attempting to accomplish these via its webpage which provides links to Online Tutorials and FAQs.  Student support services available through the HelpDesk include:

• Student Support which includes information on orientation dates, downloads, web page creation, and a link to  the Virtual College of Texas website.

• Faculty Support which includes: basic faculty online tutorials, information on uploading files to ColdFusion site, basic navigation information, information on multi media software, and WebCt.

The strength of the CBC model includes a “high touch” approach, numerous face to face orientation sessions, distribution of orientation CDs, Retention Specialist, and the helpdesk.