Online Learner Readiness

Validation of the diagnostic tool for assessing Online Learner Readiness.
Abstract
The purpose of this study was to test the factor structure, validity and reliability of the Online Learner Readiness Scale (OLRS) as a sufficient measure to test online learner readiness. It was predicted that the Online Learner Readiness Scale would produce a five factor structure; that the Online Learner Readiness Scale would relate to The Computer Technology Use Scale (CTUS), The Australian Personality Inventory (API) and The Self-Efficacy for Broad Academic Milestones (SEBAM) and that those who scored highly in their first year online subjects would also score highly on the Academic self-efficacy subscale. To do so, the OLRS was compared to 3 similar scales and tested for reliability and validity. Results found a four-factor structure and mostly negligible correlations. Overall, the reliability was supported however the current study was unable to validate the OLRS. In conclusion, online learner readiness is an extremely difficult concept to measure due to fundamental differences in theoretical models of learning styles and there is yet a sufficient tool to measure it.
Validation of the diagnostic tool for assessing Online Learner Readiness.
Differences between previous studies and research by Hung et al. (2010) can be explained by the fundamental differences in theoretical models of learning styles. Differences in how to measure learning styles were found between the majorities of research. More specifically, the inclusion of computer/ Internet factors as measures of learning by Hung et al. (2010) is a noteworthy difference between studies aiming to test online learner readiness. This inclusion also contributed to a higher number of total factors compared to other studies explaining why Hung et al. (2010) achieved the most factors in comparison to similar