International Jl. on E-Learning (2008) 7 (3), 449-461
ANASTASIA TREKLES MILLIGAN AND JANET A. BUCKENMEYER
Purdue University Calumet, USA trekles@calumet.purdue.edu
buckenme@calumet.purdue.edu
Distance education has dramatically increased the educational opportunities for underserved populations. This is evidenced by the fairly recent proliferation and success of online universities, and it is happening in spite of criticism of elearning and online degree programs among academia and the popular press. As a result, many institutions, including traditional and respected universities across the country – who were once among the harshest critics – are now offering distance education courses. However, not all students who wish to enroll in online courses are ready or prepared to be successful completing online coursework. Research suggests that at least half of all students enrolled in online courses are not course completers. Obviously, increasing the percentage of program completers in the distance learning environment is essential. This article details a proven and comprehensive system to achieve this objective, using the authors’ experiences at Purdue University Calumet in Hammond, Indiana, as a framework.
Distance education 1 , or “e-learning,” has become something of a buzzword in education. Zemsky & Massy (2004) noted that as early as 1999, “elearning was everybody’s buzz, offering the promise of … learning anytime, anywhere.” The idea that working adults – people with families and strenuous day-to-day responsibilities – can go back to school and earn certificates and degrees without having to travel for it appeals to a huge number of individuals. Today, there is widespread interest in online and distance education at all levels, and educational institutions from the very large to the very small, from public to private, are taking new strides in a variety of fields to increase learning opportunities for working adults, for persons in locations without immediate access to formal education facilities, and for persons with disabilities (Maddux, 2004).

450 Milligan and Buckenmeyer
However, the fundamental characteristics of e-learning as an asynchronous, distance learning experience make it very different from face-to-face interaction with a real instructor and real students, and not everyone who enters e-learning programs is ready to deal with these differences. Online learning is just simply not for everyone, however much the stay-at-home mom with dreams of becoming a teacher or the overworked person hoping to land a better job would like to believe that it is. Indeed, it is important to realize that the Internet itself has only been in existence for fewer than 20 years, leaving the majority of college students, particularly older, nontraditional ones, without a great deal of familiarity with the online environment, which can quickly get in the way of their success (Levy, 2003). Moore
(1986) described the distance learner as someone who must be a self-directed learner, one who has the conscious intent to learn, develops a goal, and carries it through to completion. “In schools,” he noted, “many teachers fail to assist children in becoming self-directed in learning” (¶24). Because of this, many adult learners wishing to complete postsecondary coursework find that they “leave school adult in other ways, but are still dependent, or at least retarded in independence,...as learner[s]” (Moore, ¶24). Without motivation and continuous, face-to-face guidance, some learners will not be able to succeed in a distance classroom. Early estimates conclude that online course completion may be consistently low – from 10% to 50% – in comparison to course completion in face-to-face classes (Carr, as cited in Moore,
Sener, & Fetzner, 2006). Given these kinds of statistics, one cannot assume, based on theories of adult learning, that all adult learners are self-directed and responsible for their own learning (Lee, 2003). Culture, experience, and upbringing all play an important role in forming a learner’s individual abilities and motivations, so therefore it is just as impossible to generalize about adult learners as it is to generalize about child learners.
Maddux (2004) identified four characteristics of the successful online learner: (a) independent and actively motivated to learn; (b) enjoys working independently; (c) skillful in structuring managing study time around other responsibilities; and (d) possesses excellent verbal and written communication abilities. Liu, Maddux, and Johnson (2004) and Hiltz and Shea (2005) added that attitudes toward technology and having the time available to learn computer skills play a significant role in online success. If students do not enjoy using the computer and experience anxiety associated with technology, they will likely spend less time in their online course and, therefore, not succeed.
Hiltz and Shea (2005) listed other characteristics of successful distance learners, including prior online course experience, higher GPA, consistent access to computers and the Internet, and support of the family and employer. Some of these characteristics will merely suggest who is more likely to succeed; however, access and support issues fall definitely within the realm of the student’s influence.

Assessing Students for Online Learning 451
When students understand the requirements needed to reach their educational goals, they may strive toward success by improving their self-study skills and their computer skills, or they may opt out of distance learning and try a more traditional program instead. Some research shows that, despite the myth many educators believe that most students would prefer distance learning to traditional classroom teaching, many students actually prefer traditional classes because of the added social interaction available (Maddux,
2004). A lack of self-direction, lack of confidence in being able to follow directions, lack of support services, or a strong desire for personal interactivity among classmates and with the instructor certainly can negatively affect a student’s attitudes and willingness to participate in distance learning
(Grant MacEwan College, 2004).
THE NEED FOR PREASSESSMENT BEFORE STUDENTS ENTER DISTANCE
LEARNING COURSEWORK
Personal responsibilities, coupled with the desire to continue their education and get a degree, often lands students in challenging predicaments. Purdue University Calumet, the second largest campus in the Purdue University system based in urban Hammond, Indiana, boasts an ever-changing and diverse student population of more than 9,000 commuter students. A large percentage of these are nontraditional students, including returning adults with myriad family and work responsibilities. Purdue Calumet’s School of
Education requires a course in technology skills for the classroom teacher in its undergraduate teacher education curriculum. Traditionally during this course – EDCI 260, Introduction to Computers in Education – students completed a wide array of projects, from creating PowerPoint presentations to developing web-based instruction, all within the confines of a 20-workstation teaching lab. During the first semesters of the course’s inception more than 10 years ago, a large number of students encountered serious challenges in learning the software tools; for some, EDCI 260 was their first introduction to using a computer at all. Times have changed a great deal since then, though; more students have access to technology off-campus and many of them have skills far beyond word processing and email retrieval. Some began to report that they were bored in their EDCI 260 classes, especially when other students asked for additional instruction or remediation during class time. So, the School of Education decided to offer one section of the course through distance education, with the same assignments and objectives as the traditional course, so that those who wanted to could work at their own pace could do so.
The overall number of distance education courses continues to grow at
Purdue Calumet; however, the institution has not adopted a standardized method of preassessment, leaving it up to individual departments and facul-

452 Milligan and Buckenmeyer ty members to develop their own strategies. Registration for the first semester of the distance-learning section of EDCI 260 proved to be an eye-opening experience. Many different types of students possessing a wide array of abilities enrolled: some were indeed there to challenge their computer skills, but others had registered simply because it fit into their busy lives. Even though the course instructor and the department head asked advisors to warn students that access to the Internet and certain software applications was necessary, some initially registered students did not even own a computer. A number had very limited technical skills and had trouble even accessing the
BlackBoard-based course. Others found themselves struggling to understand the readings and complete assignments on their own within the time given.
Of course, one of the most significant barriers toward success in distance education is proficiency with technology. Research suggests that computer confidence is one of the top factors in predicting completion or noncompletion of online courses (Osborn, 2001). It is not enough to have access to technological tools; students need to have a level of comfort with using the tools – experience in solving simple problems, checking email, and accomplishing basic tasks (Schrum, 2002). Even the most focused student may find themselves discouraged if they are not able to access course materials or successfully complete and submit assignments due to poor design or inattention on the designer’s part to individual student learning styles (Combs,
2004). In fact, one of the most often-cited challenges for both instructor and student in success with distance education involve technical skills, attitudes toward technology, and amount of time and difficulty in using the course delivery system (Egan & Akdere, 2004; Grant MacEwan College, 2004). In a study performed at Athabasca University, some students who possessed strong technology access abilities still refused to participate in e-learning due to feelings of personal inadequacy with technology, and a general distrust of its ability to work for them (Grant MacEwan College). A study of graduate students from a variety of programs throughout the central United
States supports this, finding that of 57 different competencies, including writing and planning skills, interpersonal communication skills, and instructional abilities, the top two most important competencies were “basic technology” and “technology access knowledge” (Egan & Akdere).
Like distance learning, computers are not always for everyone; even among those with strong computer literacy skills, many individuals do not enjoy using computers and generally prefer to attend traditional classes
(Maddux, 2004). While many instructors and institutions assume that students will “take to e-learning like ducks to water” (Zemsky & Massy, 2004), in reality, students enjoy games, online communication, and presenting their work with exciting graphics – but, they are not necessarily as keen to translate that enjoyment to simulations and problem solving with the computer.
Unstable course delivery servers and fallible student hardware and software

Assessing Students for Online Learning 453 can undermine students’ confidence and cause them to be unsure of what to do, not able to determine whether their own actions or something beyond their control are the source of a malfunction (Maddux).
Student success in any course is influenced by the characteristics of the student – that is, what the student brings to the learning experience. Individual differences make a difference in any class, but are more important in the distance learning environment. What makes a student successful in an online environment? There is evidence that students with high motivation to learn, greater self-regulating behavior (or “independence”), and greater confidence in their ability to use computers and to learn online do better than do those who lack these characteristics (Hiltz & Shea, 2005). Properly identifying these characteristics to best serve the educational needs of the student is the impetus behind the conceptualization of this preassessment.
Developing Preassessment and Support Strategies
Educational institutions do a great service to students by guiding them down the path that is right for them through the advising process. For some students, this means encouraging them to enter programs with traditional classroom-based instruction, but many students have circumstances or desires that will lead them toward distance learning coursework, whether they are prepared for it or not. With this in mind, institutions should consider adopting a mandated preassessment or some other formalized entry procedure for all distance programs or courses. At Purdue Calumet, we realized that assessment before allowing registration for distance-learning coursework had to become a crucial step in the advising process in order to place students in the learning environment best for them.
After a review of literature surrounding this issue, it is clear that the best preassessment should test basic technical skills, study skills, and dispositions so that students understand what they are getting into and faculty and advisors understand whether or not a student is ready for online coursework.
As Buchanan (1999) noted, advisors should ask potential online students to respond to a survey or other data-gathering instrument to assess students’ ability to work independently, to manage their time, to understand their own learning styles and develop study strategies appropriately, and to use computer technology effectively. Other important items that should be included in such a preassessment are literacy and written communication skills. In the e-learning classroom, instructors cannot see their students; as a result, the need for clear communication is imperative at every stage. As Wang and
Newlin pointed out:
The ability of instructors to identify at-risk cyber-students quickly is critical because the usual cues associated with student anxiety, inattentiveness, or apathy are not present in the virtual classroom.

454 Milligan and Buckenmeyer
For instance, cues such as frowning, fidgeting, and day-dreaming, which are often readily apparent in the conventional classroom, are not observable by Web-based instructors (as cited in Hiltz & Goldman, 2006).
Even students with outstanding independent learning and thinking skills, or those with above-average computer literacy skills, may still experience problems if their ability to read and write effectively in the language required by the course is lacking.
Preassessing students before they register for online coursework or at the beginning of an online course provides students with an initial understanding of the expectations placed on them, as well as allowing them time to reflect on motivational issues, support from family and friends, and personal responsibilities that could potentially cause them to fail or drop out (Jun,
2005). Rather than continuing to allow unprepared students to enter e-learning coursework and fail, Purdue Calumet decided to take a proactive stance in guiding students down the best possible path. If students express interest in registering for the online EDCI 260 course, they must first speak with an advisor. Students cannot self-register through the online registration system to “get around” this process. During the advising process, students fill out a short survey (see Appendix A) that questions their abilities to spend extra reading and study time, to work individually, and to access and use technology. In addition, students respond to questions about their value of and needs for face-to-face instruction and social interaction. When finished, the advisor uses a scoring key (see Appendix B) to place the student appropriately and provide feedback, which Schulze and O’Keefe (2002) noted is a critically important aspect of any self-assessment. While we currently perform this process in the traditional pen-and-paper fashion, a computer-based version is planned for future implementation.
Concerns about the accuracy of students’ self-reporting, even under the guidance of an advisor or otherwise, have been raised within the literature, however, and the particular assessment developed attempts to stress the commitment levels and skills needed to be successful in online learning. If students misrepresent themselves in an effort to get into the online course purely for reasons of convenience, they will very likely fail or drop out due to a skills mismatch or lack of motivation. As a way to curb this problem and place students appropriately, thus facilitating their success in an online environment, a student’s grade point average is taken into consideration when recommending online study, as a means to help determine academic compatibility and dropout potential (Jun, 2005). Schmidt (2002) suggested another option that may be explored, where students could be asked to write a reflective paragraph after taking the preassessment to answer the question,
“Why did I choose what I chose?” (2002, p. 206). These reflections, as well

Assessing Students for Online Learning 455 as interviews and other types of qualitative data, could be gathered on an ongoing basis to continuously inform both the preassessment process as well as online course development.
In addition to screening students for success and informing them on the skills they need to possess before they enter e-learning coursework, preassessing students also provides benefits to the instructor. Preassessment informs the instructor of the target audience, which is valuable when developing any instruction; it is critical for an online course because nonverbal feedback is missing. Effective instructional design – developing a course that aligns objectives, instruction, and assessment – is dependent upon knowledge of student characteristics. Additionally, the preassessment identifies the support strategies that an instructor can put into place for students to succeed.
Preassessment provides instructors information on factors that are in the realm of their influence. Research has suggested that several student factors predict completion or noncompletion of online courses. The most important of these include study environment, attitude and motivation, and computer confidence (Osborn, 2001). Students lacking in motivation or those who procrastinate will not fare well in an online course unless the instructor is very specific about assignments and due dates. Organizing the course so that students can easily follow and making instructions clear are imperative. The findings from one of the largest surveys of asynchronous learning network learners indicate that pedagogical elements are more important than demographic characteristics in predicting learning outcomes (Fredrickson, Pickett, Shea, Pelz, & Swan, 2000). Specifically, interaction with the teacher was considered to be the most significant contributor to perceived learning.
Students who are identified as “not yet ready” for online instruction have several options. Purdue Calumet offers support and student training of WebCT
Vista through its Technology Education Center. There are several online resources and tutorials available, many of which have been developed by the
Technology Education Center and the WebCT Vista administrator. Additionally, the EDCI 260 instructor has developed a large series of self-paced online tutorials specifically for the EDCI 260 students mentioned in this article.
While similar to the tutorials created for the university, these also detail information specific to the EDCI 260 class, including how to turn in one’s assignments, how to contact the instructor and other members of the class through discussion and email tools, and how to access the School of Education’s server in order to post web-based projects by way of file transfer protocol (FTP).
In addition, Purdue Calumet has several computer labs that are open throughout the day, evenings, and on some weekends for students who need computer and Internet access. All campus labs have trained staff available to assist students on any technical issue, including WebCT Vista. Finally, a very basic introductory computer class is offered to all students every semester for those whose technology skills are weak and need remediation.

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The preassessment measures taken at Purdue Calumet have made a measurable impact on students taking EDCI 260 over the past four years. There has been a general upward trend in the average final percentages earned by students in the distance section; since spring of 2005 when the presassessment was first administered, students earned an average of 79.8%, with a total of 16 out of 117 students dropping and 8 students failing the course over six semesters. In the first four semesters of the distance EDCI 260 course prior to spring 2005, grades averaged around 82.5%, but 7 of the 105 total students failed during that period of time, with none dropping the course before the semester concluded. While the statistics do not show a great deal of significance at this time, and there are many other factors to consider in analyzing these data, including course content changes, changes in advising personnel, and personal matters in students’ lives beyond their control, the larger number of students dropping the course after the preassessment was administered indicates that students are better able to determine when and if distance learning is not the best choice for them. Taking a preassessment before registering for the e-learning coursework may indeed served to inform them of the dispositions and skills needed to be successful, helping them to understand themselves better as learners. The decrease in the number of students who enrolled for the course after the preassessment was instituted serve to bolster this conclusion, as well. As time goes on and as solid preassessment measures become more entrenched in the advising process, we at Purdue Calumet anticipate that even more students will enter e-learning coursework better informed and more prepared to make decisions about whether they are ready to learn online.
CONCLUSION AND RECOMMENDATIONS
There are, in fact, many strategies that institutions and instructors can use to help students, both before they enroll and during their course or program experience. As time goes on and as distance learning becomes more important to Purdue University, some of these strategies may be put into place system-wide before long. Often these strategies have no financial cost, and can add greatly to students’ success and overall satisfaction with distance learning. A list of just some strategies instructors and institutions can adopt follow (Jun, 2005; Summerville, 2005; Grant MacEwan College, 2004; Maddux, 2004; Willis, 1994):
• Advertise the program with inclusions of necessary student competencies for success.
• Develop a culture within the instructor and student communities that emphasizes e-learning as just as academically rigorous and full of social opportunities as traditional classroom environments.

Assessing Students for Online Learning 457
• Require that students interview with a knowledgeable advisor about the technical and dispositional competencies required for distance coursework before enrollment.
• Provide plenty of information well in advance. Duplicate and bind syllabi, tutorials, and other important materials and either send them to students’ homes or provide them through campus bookstore facilities.
• Ensure that students understand the rules, policies, codes of conduct, and procedures for the course. The instructor should make every attempt to uphold those rules and stay consistent throughout the program’s duration.
• Offer a one-time face-to-face orientation session to help students become familiar with the course and increase their comfort level with delivery mode and with the other members of the class.
• Provide a toll-free hotline that students can call to get support and report problems with the delivery system or other required technologies.
• If distance students live in the local vicinity of the institution, make oncampus tutoring available to provide extra guidance to those students who need it.
• Maintain a course structure that provides plenty of incentive and instruction, especially if the course requires students to make use of interactive aids such as chat rooms and discussion boards. Research has shown that students will often not use these tools without some incentives to do so.
• Arrange materials with nonrepetitive exercises and well-paced activities, all with clear and concise instructions. Examples for guidance should be plentiful.
• Implement certification programs for instructors and evaluation rubrics for online courses to maintain high academic integrity of the institution’s distance offerings.
• Emphasize that students need to log into the course delivery system regularly and stay in continuous contact with the instructor and their classmates.
• Work with existing student support offices and library staff to establish an extensive network of tutoring, helpdesk support, research and library services, and other important services for students taking distance programs.
Despite the abounding criticism of distance education programs as
“diploma mills” filled with “ill-advised, and low-quality online courses”
(Maddux, 2004), e-learning is not going away anytime soon. At many institutions, Zemsky and Massy (2004) noted, “money is being spent, smart classrooms are being built, and faculty members are experimenting with

458 Milligan and Buckenmeyer new ways of bringing electronically mediated learning into the classroom”
(2004). With e-learning, students have more choices and more flexibility than they have ever had before, and educators owe it to them to provide the best guidance and support in helping them select the best route toward continuing their education. Using strategies like the ones outlined here, institutions of higher learning will be able to do just that, without sacrificing educational quality and integrity.
References
Buchanan, E. (1999). Assessment measures: Pre-tests for successful distance teaching and learning?
Online Journal of Distance Learning Administration, 2 (4). Retrieved September 17,
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Combs, L. (2004). The design, assessment, and implementation of a web- based course.
Association for the Advancement of Computing In Education, 12 (1), 27-37.
Egan, T.M., & Akdere, M. (2004). Distance learning roles and competencies: Exploring similarities and differences between professional and student perspectives. In T.M. Egan & M.L. Morris
(Eds.), Proceedings of the Academy of Human Resource Development 2004 Conference (pp.
930-937). Bowling Green, OH: Academy of Human Resource Development.
Hiltz, S. R., & Shea, P. (2006). The student in the online classroom. In S.R. Hiltz & R. Goldman
(Eds.), Learning together online: Research on asynchronous learning networks (pp. 145-
168), Mahwah, NJ: Lawrence Erlbaum.
Fredrickson, E., Pickett, A., Shea, P., Pelz, W., & Swan, K. (2000). Student satisfaction and perceived learning from on-line courses: Principles and examples from the SUNY learning network.
Journal of Asynchronous Learning Networks, 4 (2). Retrieved May 30, 2007, from http://www.sloan-c.org/publications/jaln/v4n2/v4n2_fredericksen.asp
Grant MacEwan College (2004). Student support literature review.
Learn online at MacEwan
College . Retrieved September 13, 2004, from http://stats.macewan.ca/learn/staff/studsupport.cfm
Jun, J. (2005). Understanding e-dropout.
International Journal on E-Learning, 4 (2), 229-240.
Lee, M. (2003). A critical analysis of andragogy: The perspective of foreign-born adult learners.
In L.M. Baumgartner, M. Lee, S. Birden, & D. Flowers (Eds.), Adult learning theory: A primer
(pp. 11-15). Columbus, OH: Center on Education and Training for Employment, The Ohio
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Levy, S. (2003). Six factors to consider when planning distance learning programs in higher education.
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19, 2006, from http://www.westga.edu/%7Edistance/ojdla/search_results_id.php?id=185
Lui, L., Maddux, C., & Johnson, L. (2004). Computer attitude and achievement: Is time an intermediate variable?
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Maddux, C. (2004). Developing online courses: Ten myths.
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Moore, J.C., Sener, J., & Fetzner, M. (2006). Getting better: ALN and student success.
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Moore, M. (1986). Self-directed learning and distance education.
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1 (1). Retrieved April 19, 2008, from http://cade.athabascau.ca/vol1.1/moore.html

Assessing Students for Online Learning 459
Osborn, V. (2001). Identifying at-risk students in videoconferencing and web-based distance education.
The American Journal of Distance Education, 15 , 41-54.
Schulze, A., & O’Keefe, A. (2002). Effectively using self-assessments in online learning. In W.
Winfried (Ed.), Distance Learning 2002: Proceedings of the Annual Conference on Distance
Teaching and Learning (pp. 369-373). Madison, WI: University of Wisconsin-Madison.
Schmidt, K. (2002). Students’ choice of learning methods: Seeking the best mix of face-to-face and e-interactions. In R. Lewis, K. Akahori, R. Kempt, T. Okamoto, L. Henderson, & C.H. Lee
( Eds.), Proceedings of the 2002 International Conference on Computers in Education (pp.
205-206), Massey University, Auckland, New Zealand.
Schrum, L. (2002). Dimensions and strategies for online success: Voices from experienced educators.
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Summerville, J. (2005). Developing an online “code of conduct.” AACE Journal, 13 (2), 127-136.
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Distance education: Strategies and tools , (pp. 277-290). Englewood Cliffs, NJ: Educational
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Note
1.
Distance education, for the purposes of this article, is limited to web-based, asynchronous learning environments.
Appendix A
Student Preassessment for Registration: EDCI 260 - 02D
Please answer the following questions HONESTLY and to the best of your ability by circling the choice that best fits you.
1. YES or NO: Do you have access to the Internet and a reasonably up to date computer (running Windows
2000 or Mac OS X or higher)?
2. YES or NO: Do you have an email address that you check at least three times a week?
3. I learn best when I… a. Read from a text then work on a given related assignment on my own b. Have someone lecture to me or explain procedures aloud c. Work with a one or more of my fellow classmates to figure out something together
4. TRUE or FALSE: I have a difficult time staying on task when doing schoolwork unless someone is working with me.
5. TRUE or FALSE: I consider myself self-motivated when it comes to my studies, and I am overall a fairly independent learner.
6. TRUE or FALSE: My family, work, or other responsibilities make it difficult for me to attend classes during the day.
7. TRUE or FALSE: My family, work, or other responsibilities make it difficult for me to complete schoolwork and/or read required texts without a great deal of interruption.
8. TRUE or FALSE: I am usually able to dedicate at least 4 to 6 hours to my studies each week.

460 Milligan and Buckenmeyer
9. When something unexpected happens while I am working with the computer, I usually solve the problem by… a. Asking for someone’s help b. Figuring it out on my own c. Becoming frustrated and giving up or finding a workaround that will avoid the problem d. Consulting a manual or the computer’s Help menu and following the given directions to solve the problem
10. When learning a new computer program or task, I prefer to… a. Dive right in and try to figure things out on my own first b. Read the manual or tutorials before I start to get an idea of what I am doing c. Ask someone to help me or show me how to do it before I start on it myself d. Avoid learning it unless absolutely necessary, and then sometimes I have difficulty unless I have someone to help me through the process
Appendix B
Advisor’s Scoring Key for Preassessment
Question 1: If the student answers NO, he or she should not register for an online course until he/she can get access to the proper equipment.
Question 2: If the student answers NO, he or she should not register for an online course until he/she can either learn how to use email or discipline him/herself to use it more often.
Question 3: If the student answers A, he/she is probably a good candidate for distance education. Other answers indicate that the student should take the class in the traditional classroom.
Question 4: If the student answers TRUE, he or she probably does not have the discipline for online learning and should not register.
Question 5: If the student answers TRUE, he or she is probably a good candidate for distance education.
Question 6: If the student answers TRUE, this is an indication that this course fits her needs.
However, if the student shows deficiencies in other areas of this assessment, it is be strongly suggested that this student not engage in distance education at this time, regardless of how “convenient” it may be for him/her.
Question 7: If the student answers TRUE, he or she may have trouble keeping up with coursework. He/she may want to consider taking fewer classes at a time to reduce workload and over-scheduling his/her time.
Question 8: If the student answers TRUE, he/she is probably a good candidate for distance education.
Question 9: If the student answers A or B, he/she may not be a good candidate for distance education.
Another person is not always there to help you when you are at home working on an assignment, and if the student feels she must rely on others for computer or study help, she will be best suited to taking EDCI 260 in the traditional classroom environment.
If the student answers B or D, he/she is probably a good candidate for distance education. Being an independent problem-solver, and being able to follow a tutorial or manual, is very important for distance learners.
Question 10: If the student answers A or B, she is probably a good candidate for distance learning. These answers indicate independence and a willingness to learn and try new things.
If the student answers C or D, she should avoid distance education until she is more comfortable with her computer skills.

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Appendix C
Helpful Internet Links
Preassessments:
University of Illinois: http://www.ion.uillinois.edu/resources/tutorials/pedagogy/selfEval.asp
OnlineLearning.net: http://www.onlinelearning.net/ole/holwselfassess.html
Seneca College: http://cdl.senecac.on.ca/Prospective/SelfAssessment
New Jersey University: http://newlearning.njcu.edu/dl/assessment.htm
Montana State University – Bozeman: http://www.montana.edu/nptt/selfassessment.html
Northeast Wisconsin Technical College: http://online.nwtc.edu/is_this_for_me/online_readiness
Tips and Introductions to Online Learning:
University of Illinois Online Network: http://www.ion.uillinois.edu/resources/tutorials/overview/index.asp
Learning Online @ SCC (Community Colleges of Spokane): http://www.scc.spokane.edu/WeekZero/g05-
01.htm
Learn Online at Grant MacEwan College: http://stats.macewan.ca/learn/staff/teach.cfm
OnlineLearning.net: http://www.onlinelearning.net/ole/index.html
Guidance for Instructors and Online Course Developers
Grant MacEwan College Literature Review on Instructor Competencies: http://stats.macewan.ca/learn/ staff/studsupport.cfm
Rubric for Online Instruction from CSU Chico: http://www.csuchico.edu/tlp/webct/rubric/rubric_final.pdf
What does a high quality online course look like (CSU Chico)? http://www.csuchico.edu/celt/roi/
University of Wisconsin – Madison Annual Conference Library: http://www.uwex.edu/disted/conference/
Resource_library/
Competencies and Study Strategies
Competencies Listed as Important for Teachers (also contains self-assessment quizzes): http://www.stclair.k12.il.us/tech/prof/compprof.htm
Time Management in Higher Education – Strategies for Instructors: http://www.yorku.ca/cst/ideas/ resources/briskin_timemgmt.html
Technology Competencies and Standards Links for Students and Teacher: http://www.tcet.unt.edu/START/ assess/standard.htm
ISTE National Education Technology Standards (NETS) for Students, Teachers, and Educational Leaders: http://www.iste.org/AM/Template.cfm?Section=NETS
Information Literacy Competency Standards for Higher Education (from the American Library Association): http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm