The Impact of the Online Learning Readiness Self-Check Survey with Australian Tertiary Enabling Students

Authors

  • Robert Whannell School of Education, University of New England, Armidale, Australia
  • Mitchell Parkes School of Education, University of New England, Armidale, Australia
  • Tim Bartlett-Taylor School of Education, University of New England, Armidale, Australia
  • Ingrid Harrington School of Education, University of New England, Armidale, Australia https://orcid.org/0000-0002-1898-4795

DOI:

https://doi.org/10.34190/ejel.22.5.3238

Keywords:

Tertiary enabling education, Online learning, Predicting engagement in enabling education, Transition

Abstract

This study reports on two key aspects relating to the use of the Online Learning Readiness Self-Check (OLRSC) survey, which has been proposed as identifying non-traditional students’ readiness for online learning, and their strengths and weaknesses in six key areas.  The first aspect validates the use of the instrument based on data from 199 students engaged in an online tertiary enabling course at a regional university in Australia.  Factor analysis verified the scale structure of the instrument; however, two items were removed prior to the final analysis due to low communality and/or high cross loading with other items. This is followed by an examination of whether the instrument might be useful for the early identification of students who are at risk of disengagement from the enabling program. While it was hypothesised that the instrument, which measured factors such as the quality of interaction with peers and instructors, their capacity to manage technology and how well they managed learning, should have been a useful tool to identify early disengagement, the hypothesis was not supported.  No significant associations were identified between any of the instrument’s scales and early withdrawal from the course or completion of the first unit of study. Future recommendations for educators are made with a view to improving student engagement.

Author Biographies

Robert Whannell, School of Education, University of New England, Armidale, Australia

Dr Robert Whannell is a Senior Lecturer at the University of New England, Australia.  He is the Pathways Coordinator with the Education Futures work area and is responsible for the management of the Pathways Enabling Course at the university, which provides a pathway to tertiary study for non-traditional students who are currently not eligible to gain access to the university.

Mitchell Parkes, School of Education, University of New England, Armidale, Australia

Mitch Parkes is an Associate Professor and the Director of Academic Development at the University of New England, Australia.

Tim Bartlett-Taylor, School of Education, University of New England, Armidale, Australia

Mr Tim Bartlett-Taylor is the is the Senior Manager of Student Services at the University of New England, Australia. Over the past 10+ years, he has gathered a wealth of experience working with schools and teachers in the New England region. He is currently finishing his Master’s degree, and his research interests include professional learning, covert knowledge and improving student retention and attrition numbers.

Ingrid Harrington, School of Education, University of New England, Armidale, Australia

Associate Professor Ingrid Harrington has been a member of the School of Education since 2004, and is part of the Learners, Learning and Teaching team. She specialises in classroom behaviour management, inclusive educational practices and educational psychology. She has long-standing research and teaching commitments with Germany and Malaysia, and has received five awards for teaching excellence at the University, State and National levels. She coordinates the Commencing Student Success Project that promotes student engagement, achievement, success and retention at the first year.

www.une.edu.au/staff-profiles/education/iharring

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Published

30 May 2024

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