1. Jenn Shinaberger Lee Shinaberger Corey Lee Coastal Carolina University
eLearnReady: A Free Assessment Tool for Determining Student Online Readiness
Jenn Shinaberger
Lee Shinaberger
Corey Lee
Coastal Carolina University
Research funded in part by Coastal Carolina University Assessment Grant Program

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

3. Desired Outcomes
Improve student satisfaction and retention in online courses.
Improve student readiness to take an online course.
Identify factors associated with student success and satisfaction in online courses.
Provide recommendations for faculty development and student-support resources.

5. Factors Contributing to Student Success in Distance Learning
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
Interaction with classmates and instructors

6. Dimensions Measured Self-Motivation Self-Management Feedback
Interaction
Reading: Visual Text
Reading: Visual Graphics
Listening
Technology
Course Management System
Factors of Student Persistence

7. Timeline Fall 2012 – Pre-Pilot Test Summer I – Pilot Test
October 2013 – Site Launch
Fall 2013 – Pilot Test Completed
June 2014 – Results Published at ASCUE

8. 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

9. Pilot Test: Participants - Instructors
Distance learning courses at CCU were identified for Summer I, Summer II, Fall 2013
Instructors were invited to participate via and follow-up phone calls and s
Instructors ed students or posted links
24 instructors (out of 50 total) Summer I 2013
13 instructors (out of 46 total) Summer II 2013
18 instructors (out of 69 total) Fall 2013

10. Pilot Test: Participants - Students
248 unique graduate and undergraduate students
174 females and 74 males
Age of Respondents
Under 18 1
18-25
167
26-35 45
36-45 18
46-55 13
56-65 4

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

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

13. Customized Student Report

14. Student Report

15. Results and Analysis Correlation Analysis
Multiple questions measure each dimension
Correlation analysis used to test validity
One question discarded (five questions remained that measured the chosen dimension)
No remaining validity concerns.
Low p value is significant, probability that the null hypothesis (no difference) is true,

16. Results and Analysis Factor Analysis Are the dimensions distinct?
Concern about multicollinearity:
n = 248
Anecdotally, require n>300 (or 400)
Determinant < 1x10-6, multicollinearity is a concern
Remove questions with exceptionally high correlation to other questions
Eight additional questions removed, 6 factors found
KMO = 0.78 (sampling adequacy is “good”) and Barlett’s Test of Sphericity = (<0.001) indicated the test is appropriate

17. Results and Analysis Factors Identified:
Technology and Course Management System
Need for Interaction and Preference for Listening
Self-Motivation
Self-Management
Reading (Visual Text and Visual Graphics)
Need for Feedback

18. Performance and Satisfaction Survey

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

20. Results and Analysis
Confound: Low response rate to Satisfaction survey
Satisfaction survey respondents have significantly higher Self-Motivation scores than the eReadiness survey respondents (p = 0.021)
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,

21. Results and Analysis
Regression analysis performed to determine if the eReadiness scores could be used to predict Satisfaction results.
No significant relationship found between eReadiness 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.

22. Results and Analysis Significant Correlation with Self-Motivation
Q3: The support materials used in this course were helpful.
Significant Correlation with Self-Motivation
p-Value = (significant relationship)
Correlation Coefficient = 0.70 (strong positive correlation)
Interpretation: Students that are Self-Motivated are more likely to find the support materials are helpful.

23. Results and Analysis
Q17: I prefer this online course to traditional face-to-face classroom instruction.
Significant Correlation with Self-Motivation, Listening, and Need for Interaction
p-Value = (significant relationship)
Correlation Coefficient = 0.82 (strong correlation)
Self-Motivation: Positive correlation
Listening: Positive correlation
Interaction: Negative correlation

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

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

26. Next Steps Revise Performance and Satisfaction Survey
Compare individual eLearnReady results to student performance

28. Questions
Questions

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

30. Contact Information
Jenn Shinaberger
Coastal Carolina University
Assistant Director of Distance Learning and CeTEAL
Lee Shinaberger
Coastal Carolina University
Lecturer
E. Craig Wall Sr. College of Business Administration
Corey Lee
Coastal Carolina University
Assistant Professor
Spadoni College of Education