Jenn Shinaberger Corey Lee Lee Shinaberger Coastal Carolina University e-Readiness Assessment System for Online Learners: Helping Students Succeed Jenn Shinaberger Corey Lee Lee Shinaberger Coastal Carolina University Research funded in part by Coastal Carolina University Assessment Grant Program

Background Distance learning (DL) initiatives at Coastal Carolina University. Improve learning resources and support for online learners Design and build a sophisticated online assessment/ advising system Support and prepare students to take an online class by determining their level of readiness (eReadiness)

Introduction Improve student readiness to take a distance learning course. Improve student satisfaction and retention in online courses. Identify factors associated with student success, satisfaction and retention in online courses. Provide recommendations for faculty development and student-support resources.

Student Success in Distance Learning Factors contributing to student effectiveness Accessibility of course info and students’ varying abilities to process it (Sprague, Maddux, Ferdig, & Albon 2007) Comfort level with technology and ability to be self-directed (Pérez Cereijo, 2006) Adopt efficient learning strategies Develop a study schedule Interact with classmates and instructors

Pre-Pilot Test Pre-pilot test conducted in Fall 2012 Measured the functionality and validity of the of the instrument 128 students participated Adjustments were to the instrument based upon a factor analysis

Pilot Test: Participants - Instructors Distance learning courses at CCU were identified for Summer I, Summer II, Fall 2013 Instructors were invited to participate via email and follow-up phone calls and emails Instructors emailed students or posted links 24 professors (out of 50 total) Summer I 2013 and 13 professors (of 46 total) Summer II classes 18 professors (out of 69 total) participated in Fall 2013

Pilot Test: Participants - Students 248 unique graduate and undergraduate students 174 females and 74 males Ages of respondents: 1 (under 18) 167 (18-25) 45 (26-35) 18 (36-45) 13 (46-55) 4 (56-65)

Factors of student persistence We measured: Self-Motivation Self-Management Feedback Interaction Reading: Visual Text Reading: Visual Graphics Listening Technology Course Management System.

Procedure and Questionnaire Students were asked to complete an online survey questionnaire 41 questions in the survey Forced completion

e-Readiness Learning Analysis System

Customized Student Report Students enter their email address to receive a customized report Report provides strategies and tips Report links to resources

Customized Student Report

Student Report

Performance and Satisfaction Survey Students were asked to take a performance and satisfaction survey at the end of each semester Respondents from the initial survey were emailed directly 20 questions, forced response 22 students participated

Performance and Satisfaction Survey

Results and Analysis Confounds: Low response rate to Satisfaction survey. Satisfaction survey respondents have statistically significant higher Self-Motivation scores than the eReadiness survey. p-Value = 0.021 (significant) This suggests that only the highly self-motivated students responded to the Satisfaction survey. 20 of 22 Satisfaction respondents anticipate receiving an A (remaining grades: 1 B, 1 B+) Low p value is significant, probability that the null hypothesis (no difference) is true,

Results and Analysis Regression analysis performed to determine if the e-Readiness scores could be used to predict Satisfaction results. No significant relationship found between e-Readiness results and Satisfaction responses except: Q3: The support materials used in this course were helpful. Q17: I prefer this online course to traditional face-to-face classroom instruction.

Results and Analysis Q3: The support materials used in this course were helpful. p-Value = 0.0566 (marginally significant) Significant contributors: Self-Motivation Repeated regression just with Self-Motivation scores: p-Value = 0.0003 (significant relationship) Correlation Coefficient = 0.697 (strong positive correlation) R Square = 0.485 (48.5% of the change in agreement with the statement is explained by changes in the Self-Motivation score)   Interpretation: Students that are Self-Motivated are more likely to find the support materials are helpful.

Results and Analysis Q17: I prefer this online course to traditional face-to-face classroom instruction. p-Value = 0.0034 (significant) Significant contributors: Self-Motivation, Interaction, Listening Repeated regression just with significant contributors p-Value = 0.0001 (significant relationship) Correlation Coefficient = 0.819 (strong correlation) Self-Motivation: Positive correlation Interaction: Negative correlation Listening: Positive correlation R Square = 0.670 (67.0% of the change in agreement with the statement is explained by changes in the Self-Motivation, Interaction, and Listening scores)

Results and Analysis Q17: I prefer this online course to traditional face-to-face classroom instruction. Interpretation: Self Motivation: higher self-motivation, higher preference for online courses Interaction: lower need for interaction, higher preference for online courses Listening: higher listening score, higher preference for online courses

Discussion Predictive factors of student success? High self motivation Lower need for interaction Learning preference: listening Are these the best predictors online success? Almost all students reported they would receive an “A” on the performance and satisfaction survey

New eLearnReady System

References Pérez Cereijo, M. (2006). Attitude as Predictor of Success in Online Training. International Journal on E-Learning, 5(4), 623-639. Sprague, D., Maddux, C., Ferdig, R., & Albon, P. (2007). Online Education: Issues and Research Questions. Journal of Technology and Teacher Education, 15(2), 157-166.

Questions Questions

Contact Information Jenn Shinaberger Coastal Carolina University Assistant Director of Distance Learning and CeTEAL jshinabe@coastal.edu Corey Lee Coastal Carolina University Assistant Professor Spadoni College of Education clee@coastal.edu Lee Shinaberger