The development of a questionnaire for predicting online learning achievement

Abstract The study reported here concerns the development and predictive validation of an instrument to assess the achievement outcomes of DE/online learning success. A 38‐item questionnaire was developed and administered to 167 students who were about to embark on an online course. Factor analysis indicated a four‐factor solution, interpreted as "general beliefs about DE," "confidence in prerequisite skills," "self‐direction and initiative" and "desire for interaction." Using multiple regression we found that two of these factors predicted achievement performance (i.e., Cumulative Course Grade). Comparisons of pretest and posttest administrations of the questionnaire revealed that some changes in opinion occurred between the beginning and the end of the course. Also, categories of demographic characteristics were compared on the four factors. The overall results suggest that this instrument has some predictive validity in terms of achievement, but that Cumulative Grade Point Average (i.e., the university's record of overall achievement) is a much better predictor. Notes * Corresponding author: Centre for the Study of Learning and Performance, Concordia University, 1455 de Maisonneuve Blvd W., Montreal, Quebec H3G 1M8, Canada. Email: bernard@education.concordia.ca Additional informationNotes on contributorsRobert M. Bernard Footnote* * Corresponding author: Centre for the Study of Learning and Performance, Concordia University, 1455 de Maisonneuve Blvd W., Montreal, Quebec H3G 1M8, Canada. Email: bernard@education.concordia.ca