Validation of the Online Learning Readiness Self-Check survey

ABSTRACT

This study reports the development and validation of the Online Learning Readiness Self-Check (OLRSC), a self-report survey designed to examine nontraditional students’ readiness for online learning. A total of 505 prospective online learners with diverse background participated in the study. Data from 252 randomly selected participants were used to conduct the exploratory factor analysis, which extracted six factors of online learning readiness. Data from the remaining 253 participants were used for the confirmatory factor analysis, which supported the six-factor structure of the OLRSC with a reduction of 39 to 23 items. This instrument about online learning readiness can be used for prospective online learners to identify their strength and weakness. The diagnostic information can also be used to provide meaningful guides or aids to future nontraditional students.

KEYWORDS:

• online learning readiness
• online learning
• nontraditional students
• self-regulation

Disclosure statement

No potential conflict of interest was declared by the authors.

Data availability statement

The data that support the findings of this study are available from the corresponding author, Jongpil Cheon, upon reasonable request.

Additional information

Notes on contributors

Jongpil Cheon

Jongpil Cheon is an associate professor in the Instructional Technology program at Texas Tech University. He is the director of the Center for Innovation in E-Learning. His research interests include implementing immersive online learning environments and investigating advanced technologies for interactive learning.

Jiaming Cheng

Jiaming Cheng is a postdoctoral research associate in the Instructional Technology program at Texas Tech University. Her research interest is gamification design and student interaction in online courses.

Moon-Heum Cho

Moon-Heum Cho is an associate professor in the Department of Instructional Design, Development & Evaluation at Syracuse University. His research interests are understanding and promoting online students’ active learning and technology integration for meaningful learning and teaching.