The Development of a Questionnaire for Predicting Online Learning Achievement

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The Development of a Questionnaire for Predicting Online Learning Achievement

Robert Bernard
Aaron Brauer
Philip Abrami
Mike Surkes

Abstract

The study reported here concerns the development and predictive validation of an instrument to assess the achievement outcomes of DE/online learning success. A 38-item questionnaire was developed and administered to 167 students who were about to embark on an online course. Factor analysis indicated a four-factor solution, interpreted as “general beliefs about DE,” “confidence in prerequisite skills,” “self direction and initiative” and “desire for interaction.” Using multiple regression we found that two of these factors predicted achievement performance (i.e., Cumulative Course Grade). Comparisons of pretest and posttest administrations of the questionnaire revealed that some changes in opinion occurred between the beginning and the end of the course. Also, categories of demographic characteristics were compared on the four factors. The overall results suggest that this instrument has some predictive validity in terms of achievement, but that Cumulative Grade Point Average (i.e., the university’s record of overall achievement) is a much better predictor.

Keywords

Annotation

A study of the predictive validity of an instrument that was designed to assess readiness for online learning. Measures, comfort with e-learning, self-management of learning, beliefs about the nature and effectiveness of online learning and the desire for interacting with an instructor and other students. Study found that the desire for interaction, negatively impacted the final grade. Research suggests that is possible to create a survey that predicts how well students will perform.

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