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ERIC Number: ED512943
Record Type: Non-Journal
Publication Date: 2009
Pages: 106
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1092-7223-9
ISSN: N/A
An Evaluation of Readiness Factors for Online Education
Hukle, Delena Rae Lang
ProQuest LLC, Ph.D. Dissertation, Mississippi State University
Online education has grown substantially over the years because of the flexibility it has given the student in acquiring an education. For many, higher education is now a reality instead of just a dream. With this educational format, traditional and non-traditional students are taking classes to obtain a degree or pursue lifelong learning. Unfortunately, some students are taking online classes without being equipped with the necessary skills required for successful completion. The purpose of the evaluation was to investigate the readiness factors of students taking online classes. The Readiness for Education At a Distance Indicator (READI) assessment was completed by students registered for online classes at Itawamba Community College in the fall 2007 semester. A sample of 250 students was randomly selected from the population. The instrument used in the study is adapted from larger instruments and has been tested for reliability and validity. The READI assessment results included variables of individual attributes, technical competency (computer and Internet), technical knowledge, reading comprehension, typing speed and proficiency, and learning styles--visual, social, physical, aural, verbal, solitary, and logical. Additionally, institutional educational variables included in the evaluation were ACT scores, online courses completed, total semester hours completed, and cumulative grade point average. Descriptive statistics were given for the variables and the correlational research findings were presented in respect to the research questions. Stepwise Multiple Regression statistical analysis was conducted to determine the correlation between the measurement variables and educational variables. Individual Attributes, Reading Comprehension, and Logical Learning Style were the contributory success factors in the online classroom. The analysis revealed that Reading Comprehension correlated to the ACT score and Verbal Learning Style correlated to online course completed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A