“…the following questions will help you determine what you need to do to succeed at online learning. Post-survey feedback will also provide you with information on what you can expect from an online course” — The University of North Carolina at Chapel Hill, Online Learning Readiness Questionnaire for Students
There are several excellent self-scoring assessments on the Web for students to assess their readiness for online learning as the one mentioned in the opening, yet few for instructors and faculty planning to teach online. The purpose of such questionnaires is to help students identify what skills they’ll need to be successful; technical and ‘soft skills’ such as self-direction, time management, etc. This post aims to help instructors prepare for teaching online by reviewing readiness tools and questionnaires that help to assess and determine what skills they will need to make the transition from teaching face-to-face to an online learning environment.
Shared below are two surveys and key findings from two papers on ‘readiness’ for online learning and teaching; both are examined briefly. One paper discusses student, instructor and institution readiness and argues that a successful online learning program must include a systematic process of planning, designing and creating environments where learning is actively fostered and supported (Mercado, 2008, pg. 18.2). In the same paper, Mercado stresses that teachers must also “possess personal attributes to perform online teaching and administration of the online environment successfully“. And most instructive are the tables within the paper with questions that focus on attitudes that aim to assess instructors’ perceptions towards online teaching (screen shot below). It’s the attitudes that are most important given that a student-centric mindset is required for successful online instructors, one that differs significantly from traditional, face-to-face instruction.
“Teaching in an online course involves more than replicating classroom strategies in a different form. It “requires a different approach—one that focuses less on the amount of time students spend together in a particular place, and more on facilitating a distance community and on activities designed for students working individually” (University of Washington, 2004).”
Screenshot above: Excerpt from survey that assesses teachers attitude towards online teaching as part of readiness. Designed to encourage teachers to reflect on their teaching style and strategies, circumstances, abilities, motivation and time management. (Mercado, 2008, pg.18.6)
Though there is little research that supports the thesis that readiness questionnaires lead to better learning outcomes for students, there is consensus that readiness assessments at the very least emphasize for students and instructors the expectations and demands of learning and teaching in an online space, encouraging the assessment-taker to take the necessary steps and actions to prepare in an effort to reduce the learning curves associated with technology and teaching approaches (Gascoigne & Parnell, 2014).
Categories and Barriers to Readiness
The assessments available on the web specific to instructor-readiness are few—two are listed below. Both categorize the required skills into three areas; 1) technology, 2) pedagogy and 3) administrative skills. Though as already mentioned, the paper by Mercado includes attitudes and perceptions of online learning as one component of a readiness which highlights the different mindset required for teaching online. It’s the mindset of a traditional education model that puts up the biggest barriers to instructors transitioning to teaching online. An extreme example of an instructor unable to adapt to a student-focused approach is from a MOOC on the Coursera platform where a faculty member quit midway through “because of disagreements over how to best conduct this course, I’ve agreed to disengage from it” (Kolowich, 2013).
I suggest that the required skills fall into three categories. Though the two surveys included below are good, they do not encompass all of the skills I suggest are required. In lieu of a survey that includes all three areas, I recommend consulting the “Teacher Attitudes” survey questions in Mercado’s paper in conjunction with one of the surveys below pages (18.5 to 18.7).
1. Technology and Social Media Skills: Technology skills are fundamental, and though social media skills not an essential, they enhance the instructor’s ability to connect with students. Skills include: ♦ basic computer skills ♦ proficiency with software applications ♦ installing/updating software and plug-ins ♦ internet search literacy ♦ proficiency with features and functions within the LMS including uploading files, grading tools and grade book ♦ LMS tools for asynchronous/synchronous communication ♦ familiarity with platforms for communication/engagement outside of LMS, e.g. Pinterest, Twitter, Google+
2. Administrative and Organization Skills: Includes skills such as time management e.g. ability and willingness to respond to student questions with immediacy e.g. within 24 hours ♦ provide constructive feedback on student assignments in timely manner ♦ proficiency with grade book and ability to submit grades by required ♦ monitor/follow-up with academic integrity issues
3. Pedagogical Skills and Teaching Approach: ♦ student focused learning model ♦ instructor focus on supporting and guiding learning not delivering content and instruction ♦ providing constructive feedback ♦ establishing and sustaining online presence
‘Readiness for Teaching Online’ Surveys
1. Faculty Self Assessment: Preparing for Online Teaching from Penn State University is free to use under the Creative Commons license. It’s excellent. One is required to input a name and email address to access the survey, though apparently it is not stored on the school’s server, and you to get a very detailed, comprehensive report emailed upon completion based upon your responses (check your spam folder; email is from PSU Online). CUNY published on its faculty website an example of a feedback report of the Penn State Self-Assessment—you can see the example by clicking here.
There are thirty questions ranked within three categories: technical, administrative and pedagogical competencies. The survey assumes the instructor has teaching experience—it includes questions about familiarity with LMS features and teaching online for instance, but it does highlight for instructors new to online teaching, the skills and expectations required.
Screenshot of Penn State’s Faculty Teaching Readiness Questionnaire https://weblearning.psu.edu/FacultySelfAssessment/#
2. Faculty Online Teaching Readiness Survey from the University of Toledo, twenty-question self-scoring survey. This survey is not nearly as comprehensive as Penn State’s, but it does provide a snapshot of skills required and provides in the feedback for each response, a detailed description of the skill with links to resources for further learning and/or information. Note, the selection buttons are misleading on this quiz, when completing it select the radio button that is above the answer you want.
Resources
- Kolowich, Steve (2013). Professor Leaves a MOOC in Mid-Course in Dispute Over Teaching. The Chronicle of Higher Education
- Gascoigne C. & Parnell, J (2014). Distance education readiness assessments: An overview and application. Online Journal of Distance Learning Administration, Vol. XVII, (IV)
- Mercado, Cecilia (2008), Readiness assessment tool for an e-learning environment implementation, Fifth International Conference on e-Learning for Knowledge-Based Society, Bangkok, Thailand (PDF)
- Faculty Self-Assessment: Preparing for Online Teaching, CUNY Hybrid Initiative
- Online Learning Readiness Questionnaire for Students, The University of North Chapel Hill
- Readiness Assessment for Online Learning for Students, Penn State University
Online Learning Insights 