Analyzing Student Readiness for Online Learning in Higher Education

This case study seeks to investigate students’ readiness in an online learning environment and examine how well Royal Roads University’s (RRU) pedagogical model aligns with their intended educational outcomes. By providing an anonymous platform for students to share their perspectives, the study addresses the gap in understanding the relationship between students and their academic institutions. Focusing specifically on RRU, the research has the potential to serve as a model for other Canadian universities seeking to improve their online educational offerings. Currently, there is limited research on the intricate dynamics between students and their academic institutions in the context of online learning. This case study delves into RRU’s pedagogical model and its effectiveness in supporting students’ readiness for online learning in higher education. The findings of this case study can provide valuable guidance for other Canadian universities, helping them adopt similar pedagogical models that cater better to the needs of their diverse student populations, faculty, and staff. Understanding the factors that contribute to student readiness in online learning allows institutions to customize their approaches, resulting in a more engaging, effective, and supportive learning environment. By conducting a comprehensive analysis of RRU’s pedagogical model and its impact on student readiness, this case study contributes to the growing body of knowledge on online learning in higher education and its implications for educational institutions. The results will offer valuable insights to educators, administrators, and policymakers seeking to enhance the quality of online education and will improve the overall student experience. Keywords: Online learning, student readiness, pedagogical model, higher education, case study, Royal Roads University, student perspectives, educational outcomes.

Author dc:creator

• Douglas, Jennifer

Advisor dc:contributor.advisor

• Pulla, Siomonn

• College of interdisciplinary studies

Language dc:language.iso

en_US

Identifier URI

https://doi.org/10.25316/ir-19738

OAI identifier oai:identifier

oai:null:10613/28113