E-mail: [email protected]
Age: 46 - 55
Date / Time: 2017-06-17 18:10:51
Your eLearnReady scores at a Glance
Note: The eLearnReady average represents the averages of all students who have taken this eLearnReady tool. These average scores are automatically updated monthly.
|Nine dimensions eLearning Readiness||Your Scores||Average|
|Self-Motivation||80 (moderate proficiency)||85|
|Self-Management||93 (high proficiency)||76|
|Communication with Instructor||67 (moderate proficiency)||67|
|Interaction with Peers||85 (high proficiency)||67|
|Learning Preference - Text||93 (high proficiency)||70|
|Learning Preference - Visual||73 (moderate proficiency)||75|
|Learning Preference - Auditory||68 (moderate proficiency)||67|
|Technology Skills||77 (moderate proficiency)||89|
|Classroom Website||60 (low proficiency)||85|
This dimension measures your motivation level for this course. The maximum possible score for this dimension is 100 and you score a total of 80 (moderate proficiency), indicating you are reasonably motivated about your coursework. You understand how your courses relate to your long-term goals. You set goals for your classes but need to focus on accomplishing them. Focus on how your short-term goals for coursework translate into your long-term life goals. Don’t permit distractions to interfere with accomplishing your dreams! Use the tips below to help with your motivation. Once you break the cycle and see some success in the classroom, it is easier to stay motivated for the next goal.
- Set goals that will motivate you.
- Read your course syllabus. Knowing what is expected of you will help you reach your goals.
- Find a study partner. You can help and motivate each other.
- Make a connection between your coursework and your personal goals.
- When setbacks occur, stay focused on your goals.
Your self-management score is 93 (high proficiency), meaning you like to keep your time and your life organized. You pay attention to the course schedule, and commit yourself to completing assignments on time. Excellent! The following tips could help with your management of online study.
- Mark deadlines and due dates on a calendar.
- Estimate the time needed for completion.
- Make a schedule to complete assignments and stick to your plan.
- Make a to-do list.
- Focus on one task at a time.
- Find a quiet learning environment that is free from distractions.
- Finish a task, cross it off, and move on to the next one.
Communication with Instructor
Your Communication with Instructor score is 67 (moderate proficiency), indicating you like clear directions and instructions in your courses. You may have questions and seek occasional feedback from your instructor. The following tips provide some ideas regarding the communication with the instructor.
- Always communicate in a polite and professional manner.
- Understand that your instructor will not always be online, so start assignments early in case you have questions.
- Communicate with your instructor via email, phone call, or discussion board as directed in your syllabus.
- If you have a question, ask it.
Interaction with Peers
Your Interaction with Peers score is 85 (high proficiency), indicating being part of the learning community is important to you. You gain much more from group discussion and interaction. You may become frustrated if the class has limited interaction. Look for multiple ways to interact with your instructor and classmates by using some tips below.
- Always communicate in a polite and professional manner.
- Check course discussions frequently.
- Make connections with other students.
- Form study groups.
- Be brave and participate in class discussions even if you feel hesitant.
Learning Preference: Text
Your Learning Preference: Text score is 93 (high proficiency), indicating you learn best when information is presented in a written language format. In a classroom setting, you benefit from instructors who write on the board (or overhead projector) to list the essential points of a lecture, or who provide you with an outline to follow along with during lecture. You benefit from information obtained from textbooks and class notes. You tend to like to study by yourself in a quiet room. The tips below would help with your learning preference.
- When learning information presented in diagrams or illustrations, write out explanations for the information.
- Write out sentences and key phrases in the margin.
- Discussions and course content are there to look at whenever you want. Go back and revisit discussions that may help you.
- Find a quiet reading environment that is free from distractions.
Learning Preference: Visual
Your Learning Preference: Visual score is 73 (moderate proficiency), indicating you may utilize some charts, graphs, tables, infographics or other visuals when studying although they are not your exclusive preference. You may also integrate listening, reading and other multimedia into your studying. You might find that the following tips are useful.
- Use links provided by instructors—they often will provide a multimedia experience that can help your visual needs.
- Create diagrams, flow charts, and maps to help you visualize course concepts or notes.
- Use keywords, symbols, and diagrams when taking notes.
Learning Preference: Auditory
Your Learning Preference: Auditory score is 68 (moderate proficiency), indicating you may prefer a mix of listening and other multimedia formats. When course content is provided as audio only, take good notes and make visual representations in your mind and in your notes. See the tips below.
- Form a study group in which you discuss course content with others.
- When studying, read out loud.
- Use links provided by professors—they often will provide a multimedia experience that can help your listening needs.
- Use the video tools in your course; do not be overwhelmed by the content. Rewind and replay if you do not understand something.
Your overall score for the Technology Skills is 77 (moderate proficiency), indicating you may not be confident in or that you may be unsure of your technology skills. Spend some extra time familiarizing yourself with any special technology requirements for the course. The tips below offer some ideas for improving your technology skills.
- Review your professor’s syllabus for any specific or specialized technology requirements.
- Experiment with how the course works. Understand that others will struggle too, and ask for help.
- Use any orientation materials available.
- Make a general visit to your Student Technology Resource Center or to their website.
- After trying to solve a technical problem for 20 minutes, make sure to contact your instructor or help center.
- Identify a single computer that you will use for the online course (if possible), so you can keep track of your files and know the computer’s capabilities.
- Do not wait until the last minute to submit assignments or take quizzes.
- Try to have a back-up plan for technology.
Your overall score for Classroom Website is 60 (low proficiency), indicating you are new to online learning or inexperienced with classroom websites. Be sure to read the tips provided and spend some time looking at your course so you can easily navigate the course materials. Check out the tips and video provided so you are able to find help when you need it.
- Navigate through the course to learn your way around. Ask your instructor for help if you are confused.
- Read your syllabus carefully and find out:
- how to contact your instructor
- important course policies
- how your course grade is calculated
- what materials are required
- assignment schedule
- Use a calendar to keep track of deadlines.
Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281-300.
Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23(2-3), 82-103.
Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education, 15(2), 118-126.
Cherian, J., & Jacob, J. (2013). Impact of self-efficacy on motivation and performance of employees. International Journal of Business and Management, 8(14), 80.
Cho, M. H., & Kim, B. J. (2013). Students' self-regulation for interaction with others in online learning environments. The Internet and Higher Education, 17, 69-75.
Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. Taylor & Francis.
Greene, J. A., Oswald, C. A., & Pomerantz, J. (2015). Predictors of Retention and Achievement in a Massive Open Online Course. American Educational Research Journal, 52(5), 925-955.
Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11(1), 19-42.
Huffman, A. H., Whetten, J., & Huffman, W. H. (2013). Using technology in higher education: The influence of gender roles on technology self-efficacy. Computers in Human Behavior, 29(4), 1779-1786.
Kaymak, Z., & Horzum, M. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Educational Sciences: Theory & Practice, 13(3), 1792-1797.
Kear, K. (2011). Online and social networking communities: A best practice guide for educators. Routledge.
Keengwe, J., & Kidd, T. T. (2010). Towards best practices in online learning and teaching in higher education. Journal of Online Learning and Teaching, 6(2), 533.
Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter?. Learning and Individual Differences, 25, 67-72.
Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50.
Lai, C., Wang, Q., & Lei, J. (2012). What factors predict undergraduate students' use of technology for learning? A case from Hong Kong. Computers & Education, 59(2), 569-579.
Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59(5), 593-618.
Lu, H. P., & Chiou, M. J. (2010). The impact of individual differences on e‐learning system satisfaction: A contingency approach. British Journal of Educational Technology, 41(2), 307-323.
Ocepek, U., Bosnić, Z., Šerbec, I. N., & Rugelj, J. (2013). Exploring the relation between learning style models and preferred multimedia types. Computers & Education, 69, 343-355.
Paechter, M., & Maier, B. (2010). Online or face-to-face? Students' experiences and preferences in e-learning. The internet and higher education, 13(4), 292-297.
Poellhuber, B., Anderson, T., & Roy, N. (2011). Distance students’ readiness for social media and collaboration. The International Review of Research in Open and Distributed Learning, 12(6), 102-125.
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323.