Scaffolding Online Learning Readiness With a Self-Paced Orientation Course

• In Event: 15.045 - Assessment, Learning Readiness, and Online Learning and Teaching Practices

Abstract

This research studied online learning readiness changes for students who took a self-paced orientation course. It used the 20-item Student Online Learning Readiness (SOLR) questionnaire (Yu & Richardson, 2015) as the pretest and posttest. With 445 pretest and 624 posttest datasets, the independent samples t test results indicated statistically significant improvement of SOLR competencies. Exploratory factor analysis (EFA) was performed for validity test. A four-factor structure was generated from the pretest and accounted for 75.7% of the total variance. A three-factor structure was generated with the posttest and accounted for 75.4% of the total variance. The reliability coefficients of all sub-scales were >.90, with an increase of SOLR reliability from pretest (alpha = .92) to posttest (alpha = .95).

Author

• Juhong Christie Liu, James Madison University