A Mixed-Method Study on the Online Learner Readiness Questionnaire Instrument at a Midwest University

Abstract

Online learning readiness is a field of study that has emerged and become increasingly relevant over the past two decades. Several instruments have been developed and used to measure readiness for online learning in college students. The Online Learner Readiness Questionnaire, or OLRQ, sought to measure student readiness for online asynchronous learning through a 30-question instrument. The OLRQ generated feedback for students, based on their answers; this feedback was designed to address both strengths and areas of deficiency, giving specific guidance on how to strengthen these areas. Literature in this field typically fell under the larger umbrella of online and distance learning, with online learning historically being a facet of distance learning. Today, online education has largely replaced all other forms of distance education. Still, empirical research conducted on other aspects of online learning is relevant to online learner readiness; this is because online readiness must be flexible enough to adapt to a changing online learning landscape and the measurement of readiness in a varying degree of online programs. This study sought to determine if the OLRQ made a significant difference in the mean final grades of participants who were given the instrument with answer-generated feedback versus participants who were given an alternative version of the instrument that included no feedback. Three demographic groups were also measured: gender, college-class level, and number of previous online courses taken. A qualitative end-of-course survey was also given to participants in the experiment group, asking them to describe their perceptions of the OLRQ and its effect on their online learning. Results from the quantitative data indicated that no significant difference was found between the mean scores of the experiment and control groups. Results from the qualitative survey found that identification of self-discipline habits in online coursework was the biggest take-away for participants. Data gathered, based on course length, indicated a need for future research on whether shorter course lengths equate to higher academic performance, an unexpected find of the study.