1. 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

2. 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)

3. 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.

4. 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

5. 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

6. 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 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

7. 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)

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

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

10. e-Readiness Learning Analysis System

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

12. Customized Student Report

13. Student Report

14. 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 ed directly
20 questions, forced response
22 students participated

15. Performance and Satisfaction Survey

16. 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 = (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,

17. 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.

18. Results and Analysis
Q3: The support materials used in this course were helpful.
p-Value = (marginally significant)
Significant contributors: Self-Motivation
Repeated regression just with Self-Motivation scores:
p-Value = (significant relationship)
Correlation Coefficient = (strong positive correlation)
R Square = (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.

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

20. 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

21. 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

22. New eLearnReady System

23. 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),

24. Questions
Questions

25. Contact Information
Jenn Shinaberger
Coastal Carolina University
Assistant Director of Distance Learning and CeTEAL
Corey Lee
Coastal Carolina University
Assistant Professor
Spadoni College of Education
Lee Shinaberger