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Running head: E-LEARNING READINESS AUDIT

Assignment #2 –
E-Learning Readiness Audit
Heather Woodland
University of British Columbia
#24544041
Word Count: 2073

Author Note
This paper was prepared for ETEC 520, Section 65A, taught by Instructor Mark Bullen.

and this differentiates this planning framework from other more generic readiness tools that are available. There are three possible answers for each of the 30 questions: Agree. The 30 questions . somewhat Agree and disagree. Description of e-learning readiness tool This paper will make use of an adapted model of the Pennsylvania State University and San Diego Community College Learners E-learning audit readiness surveys. This readiness tool places emphasis on a minority group for a country that schools an indigenous minority. As Bates and Sangra state “universities and colleges vary tremendously within a single state or province.E-LEARNING READINESS AUDIT 2 E-Learning Readiness Audit Assessing a post-secondary institution for its readiness to conduct e-Learning is a complex endeavor. The framework is available as an online tool but in order to use this function you must be working for a New Zealand school (The E- Learning Planning Framework (English-Medium)). I found the e-Learning Planning Framework (eLPF) used by the Ministry of Education of the New Zealand government. I have used it to help guide some of the adaptations I made to the Bates and Sangra learner audit tool for this assignment. There is even greater variation between institutions across countries… (2011. (E-Learning Planning Framework). In addition. However. Although this framework is for use in a K-12 national system. p.” The following is a potential elearning readiness audit tool comprised of two parts: a learner readiness questionnaire and institution/ faculty readiness continuum. 75). These two learner surveys address characteristics of successful e-learner qualities. the tool can also be downloaded in a pdf or doc version. in researching various audit tools available for this assignment. The original PENN state learner audit tool (Readiness for Online Learning) is a questionnaire with 30 multiple-choice questions.

many questions on the original questionnaires were discarded as they asked about outdated technology or other times were redundant in assessing the learner’s time management skills or motivation level. or not. Changes/ Adaptations made to the e-learning readiness audit tool Potential audit questions have been taken and revised from existing tools from large and small-scale post-secondary institutions. However. which asks the degree to which the respondent agrees. The SDCCD audit tool contains answers with statements such as “The same amount of time as a traditional campus class. for instance. Thus.E-LEARNING READINESS AUDIT 3 deal with topics such as goal setting. than between a comprehensive university and a two-year college in the same state or province” (2011. since Bates and Sangra have a . The questions have a variety of possible answers unlike the PENN state tool. computer hardware. working to deadlines. learning style. between comprehensive universities in different countries.” Questions asked in the questionnaire focus on the suitability of the potential student to taking an online course in combination with questions regarding computer resources and experience working with or using technology.” or “I need to hear the directions in order to understand my responsibilities. Part of the eLPF created by the New Zealand government is used to check the readiness of the faculty and institution. software usage. it seems fair to have examined readiness questionnaires from both a state university and community college level institution. The original tool for the San Diego Community College District learner audit tool (San Diego Community College District | Online Learning Pathways) is a 20 question multiple-choice questionnaire. p. perseverance. Through selecting questions for this learner readiness audit tool. Internet access and location. that “there were more likely to be similarities. 75). Bates and Sangra state.

71-74) used previously to conduct an analysis on several post-secondary institutions. (Agree/ Somewhat Agree/ Disagree) 3. I am willing to e-mail or have discussions with people I might never see. 3. Computer hardware & software usage. (Agree/ Somewhat Agree/ Disagree) 6. • I always turn in my work late. Sample audit questions – 1. pp.E-LEARNING READINESS AUDIT 4 succinct criteria audit tool (2011. I learn best by figuring things out for myself. as equal as possible across the five topics above. • I am a procrastinator. (Agree/ Somewhat Agree/ Disagree) . The tool would consist of no more than 15 questions. Working to deadlines. Internet access. Perseverance. I usually work in a place where I can read and work on assignments without distractions. and 5. (Agree/ Somewhat Agree/ Disagree) 5. Learner readiness audit tool – Potential e-learning students will answer questions based on these five areas to establish their suitability to take a course through online/blended learning. their tool criteria will compose the main body of this institution readiness audit tool. Are you motivated to meet deadlines? • I always get my work done on time. I finish the projects I start. 1. 4. I am willing to spend 10-20 hours each week on an online course. 2. 4. Motivation. and I need to be reminded and guided to meet my deadlines. (Agree/ Somewhat Agree/ Disagree) 2.

2007. Where would you go for help if you needed technical support? • The instructor. Are you comfortable with file management: saving. which exist within institutions. 2006. I can never find my files after I save them. Due to space constraints. deleting. which could be complicated by different cultures (i. setting bookmarks. This tool consists of eight criteria on a continuum based on the five phases that the eLPF uses that were sourced and adapted from Hall & Hord. (2011. this audit tool attempts to cover all necessary areas. Additionally. . and downloading files. 1987. • No. the continuum has been significantly shortened from the original form. Mishra & Koehler. 9. I am comfortable with things like doing searches. Moertsch (1998). The five phases are pre-emerging. there are nine criteria (expressed in question form) that an institution can review in order to audit their e-learning readiness. (Agree/ Somewhat Agree/ Disagree) 8. • Another student or friend in the course. managerial culture or collegial culture). • I would like to learn about file management. Institution & Faculty readiness audit tool – As Bates and Sangra have stated. 71-74) Those nine criteria are represented below with some adjustments made to add a dimension for a minority group such as first peoples or similarly a group such as ESL learners/ international students. I am computer literate. • Institution IT services. pp.e. and Timperley. and moving files on your computer? • Yes.E-LEARNING READINESS AUDIT 5 7.

In our institution. Administrati on is largely paper-based. p. ADMIN: We regularly review the way we use digital technologies for administration so everyone can access what they need. the use of digital technologies for administratio n is being trialed or is established. chaos. the responsibility for the maintenance and support of digital technologies is devolved completely to technical personnel. In our institution. effective and prioritized as part of whole institution strategic development. engaging. when they need it. planning. the responsibility for the maintenance and support of digital technologies is mostly devolved to technical personnel who respond to short-term needs. In our institution. digital technologies are used for some administrativ e purposes. . well managed and has some integration into learning. A collaborative group manages the technical support of digital technologies to ensure maintenance is timely. In our institution. These five stages are similar to the five stages suggested by Bates (2007) (ETEC 520): lone rangers.E-LEARNING READINESS AUDIT 6 emerging. Audit continuum – 1. 2014.2). Comprehensive IT infrastructure Technical support Preemerging Emerging Engaging Extending Empowering In our institution. Digitized administrative systems Administ ration Preemerging Emerging Engaging Extending Empowering In our institution. available offsite. 2. communication and reporting. and sustainability. learning-focused approach to technical support to ensure it meets the needs of everyone in the institution. encouragement. TECH SUPPORT: Our institution takes a collaborative. the use of digital technologies for administration is networked. In our institution. the use of digital technologies for administratio n is limited. extending and empowering (eLPF. Technologies are making administratio n more effective and efficient. the responsibility for the maintenance and support of digital technologies is not yet clearly defined or assigned.

plans to manage the maintenance and purchasing of digital technologies are based on curriculum and learning needs. In our institution. In our institution. there is a vision statement and curriculum focused rationale for elearning that is understood by staff. the staff is actively involved in the review of our vision and rationale for e-learning. Community Readiness Use digital technolog ies to In our institution. there is a vision statement that describes how elearning will enhance student learning and achievement. plans to manage the maintenanc e and purchasing of digital technologie s are under developme nt. Preemerging Emerging Engaging Extending Empowering In our institution. PROCUREMENT AND MAINTENANCE: Our institution regularly reviews the plan for maintenance and purchase of digital technologies so that learning needs drives it. 4. and all appropriate staff are consulted. we do not yet use digital In our institution. we are trialing ways to use . we integrate the use of digital USE TECHNOLOGIES WITH minority group: Our institution and our [minority group] 5. Financial support for e-learning Procure ment and maintena nce Preemerging Emerging Engaging Extending Empowering In our institution. plans to manage the maintenance and purchasing of digital technologies are being trialed or are in place.E-LEARNING READINESS AUDIT 7 3. our vision statement does not yet refer directly to elearning. there is a vision statement that refers to the potential of e-learning for student learning and achievement . In our institution. Strategic e-Learning Rationale Vision statemen ts and beliefs Preemerging Emerging Engaging Extending In our institution. In our institution. there is not yet a cohesive plan for effective maintenance and purchasing of digital technologies. In our institution. Empowering VISION: In our institution. In our institution. we are identifying In our institution.

. In our institution. technology is rarely planned for or used in teaching and learning practices. 6. In our institution. EMBEDDING ELEARNING: Our institution regularly reviews the way technology is embedded in effective learning and teaching. but not always in practice. Training for e-learning Opportun ity for elearning professio nal learning Preemerging Emerging Engaging Extending Empowering In our institution. we do not yet have professional learning opportunities about elearning. technologies to engage with [minority group] and the wider community. PROFESSIONAL LEARNING OPPORTUNITIES: In our institution. 7.E-LEARNING READINESS AUDIT engage with [minority group] and communi ty. technology is usually used and there are clear links between teachers’ planning and practice. there have been some opportunities for professional learning about e-learning. technologies to engage with [minority group] and the wider community. there are many opportunities for professional learning about e-learning. technology is sometimes used. in culturally responsiv e ways. In our institution. there are regular opportunities for professional learning about elearning. there are few opportuniti es for professiona l learning activities about elearning and they tend to be occasional and ad hoc. 8 digital technologies to engage with [minority group] and the wider community. Innovative Teaching Embeddi ng of elearning across the curriculu m of faculties Preemerging Emerging Engaging Extending Empowering In our institution. In our institution. In our institution. community engage with each other effectively using digital technologies. In our institution. opportuniti es to use digital technologie s to engage with [minority group] and the wider community. technology is largely embedded in needs-driven planning and practice. It is evident in teachers’ planning.

. In our institution most staff collaborate in professional learning activities that explore elearning. In our institution. In our institution. COLLABORATION: Our institution is a supportive professional community that explores e-learning together. some staff regularly collaborate in professional learning activities that explore elearning. 8. a few individual staff occasionall y collaborate in professiona l learning activities that explore e-learning. based on the assessment criteria used by Bates and Sangra (2011. Response to student body culture Culturally responsive practice/s Preemerging Emerging Engaging Extending Empowering In our institution. digital technologies are embedded in learning and reflect culturally responsive practice. a fair and useful continuum can be constructed and used to assess e-learning readiness. digital technologie s are not yet used to support culturally responsive practices.E-LEARNING READINESS AUDIT Collabora tion and sharing In our institution. Summary and Conclusion When creating an e-learning readiness audit tool complications arise due to the variety of existing structures and cultures in post-secondary institutions. we work with the wider community. In our institution. However. In our institution. p. 9 In our institution. we are not yet collaborating for professional learning activities to explore elearning. digital technologies are being explored to support culturally responsive practices. 71-74) in conjunction with the New Zealand Ministry of Education eLPF (The E-Learning Planning Framework (English-Medium)) and learner readiness surveys from both large and small-scale institutions. CULTURAL RESPONSIVENESS: In our institution. digital technologies are being trialed to support culturally responsive practice. minority group to ensure learning with digital technologies is culturally responsive.

from http://www. from http://elearning.qualtrics. 1st ed. Retrieved February 11.ca/etec5202015/unit3/stages-of-e-learning-integration/ Readiness for Online Learning. 2015.htm . (n.tki. 2015.com/SE/?SID=SV_7QCNUPsyH9f012B San Diego Community College District | Online Learning Pathways.nz/Professional-learning/e-Learning-PlanningFramework#reviewing ETEC 520 Planning and Managing Technologies in Higher Education. Retrieved February 1.sdccdonline.). 3 Feb. 2014. from http://blogs. from https://pennstate.d. A. (n. Retrieved February 1. The E-Learning Planning Framework (English-Medium). Te Toi Tupu Consortium. E-Learning Planning Framework.d. 2015. Jossey-Bass.d. 2015.). Managing Technology in Higher Education Strategies for Transforming Teaching and Learning.E-LEARNING READINESS AUDIT 10 References Bates.). 2015. Retrieved February 3. & Sangra. (2014). A. (2011).org.. (n. Web. on behalf of the Ministry of Education.ubc.net/assess.