The rise of distance education has created a need to understand students’ readiness for online learning and to predict their success. This study assessed student readiness for online learning and proposed an integrated model to establish a link between the student’s readiness profile and their success in an online program.
The rise of distance education has created a need to understand students’ readiness for online learning and to predict their success. Several survey instruments have been developed to assess this construct of online readiness. However, a review of the extant literature shows that these instruments have varying limitations in capturing all of the domains of student online readiness. Important variables that have been considered in assessing the online readiness of students for distance education include attrition and information, and communications technology (ICT) engagement. Previous studies have indicated that high attrition rates for online programs can be prevented by assessing student online readiness. The present study is designed to improve current instruments that assess student readiness for online learning and propose an integrated model for future research. Specifically, this instrument includes constructs such as information communications technology engagement, intention, persistence, and learner characteristics. It is expected that the addition of these subscales will further strengthen the reliability and validity of online learning readiness surveys in capturing all the domains of student online readiness. Moreover, the development of new student online readiness instrument should establish a link between the student’s readiness profile and their success in an online program.