An exploratory factor analysis and reliability analysis of the student online learning readiness (SOLR) instrument

<p>The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using Exploratory Factor Analysis (EFA) and reliability analysis. Twenty items from three competencies, i.e. social competencies, communication competencies, and technical competencies, were designated for the initial instrument based on the Student Online Learning Readiness (SOLR) Model as a new conceptual model. An exploratory factor analysis (EFA) revealed that four factor-structures of the instrument of student readiness in online learning explained 66.69% of the variance in the pattern of relationships among the items. All four factors had high reliabilities (all at or above Cronbach's alpha> .823). Twenty items remained in the final questionnaire after deleting one item which cross-loaded on multiple factors (social competencies with classmates: five items, social competencies with instructor: five items, communication competencies: four items, and technical competencies: six items). The four-factor structure of the Student Online Learning Readiness (SOLR) has been confirmed through this study. Educators can use the Student Online Learning Readiness (SOLR) instrument in order to discover a better understanding of the level of freshmen college students' online learning readiness by measuring their social, communication, and technical competencies. In addition, this study was looking at two factors of social integration in Tinto's SIM and has introduced the Student Online Learning Readiness (SOLR) conceptual model with the purpose to extend Tinto's social integration to online learning environment</p>

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Curriculum & Instruction

Year

2014

Author dc:creator

• Yu, Taeho

Contributors dc:contributor

• Jennifer C. Richardson
• Timothy J. Newby
• Karen Swan
• Chantal Levesque-Bristol
• Catherine E. Watt

• Technology of Education
• Curriculum and Instruction
• Higher Education

Repository record dc:identifier

https://docs.lib.purdue.edu/open_access_dissertations/397

OAI identifier oai:identifier

oai:docs.lib.purdue.edu:open_access_dissertations-1593