Developing an instrument to assess student readiness for online learning: a validation study

Abstract Given the continued growth in online learning as well as reports of high attrition rates in it, understanding student readiness for online learning is necessary. Over the years several surveys have been developed to assess student readiness as a predictor of success in online programs; however, a review of the literature yielded limited results of their translation and criterion‐referenced validity. The researchers of this article sought to develop a more rigorous survey instrument for students to self‐assess readiness for online learning. The authors report on findings from a three‐phase study during which the instrument was developed, evaluated, and validated. Through the process of validation, the researchers systematically engaged in an iterative process to refine the instrument, which resulted in not only a more rigorous instrument but one that more clearly defines ready and situates it within the literature on learner characteristics, digital divide, and information and communications technology (ICT) engagement. Keywords: online readinesslearner characteristicsICT engagement Acknowledgement Initial development of the original 36 item instrument (2006) was partially funded under the Bilingual Special Education University Improvement Project, NYSED Contract #C006608. Notes 1. Although the term online learning is far from an agreed‐upon term for learning and teaching that takes place online, it is a commonly used term in the literature to describe the process of learning in formal learning environments in which a large part of the course is conducted online and therefore it is the term that we use for this mode of learning in this article. Although some researchers specify how much time must be spent online for it to be termed an online course – for example, the Sloan‐C reports (Allen & Seaman, Citation2006, Citation2007, Citation2008) define online courses as courses in which more than 80% is delivered online – overall this type of specificity is lacking in most literature focused on online learning. Furthermore, even though our focus is on online learning that takes place in formal post‐secondary online learning environments, much of the focus of this article is applicable to formal environments in other sectors (e.g., K‐12, corporate, and government), hybrid types of courses, as well as informal online learning environments. See Lowenthal et al. (Citation2009) for a discussion on the terms used to talk about online learning.