Internet Learning Volume 3, Number 1, Spring 2014 | Page 75

Internet Learning
instructor (Stavredes & Herder, 2013; Jung
& Latchem, 2012; Swan, 2012; Rutland &
Diomede, 2011), and of familiarity with
technology have been identified as impacting
the success of online student learning.
This research project stemmed
from a recommendation coming out of a
study conducted by Jurgen Hilke (2010)
for Maryland Online. He inquired as to
why students withdraw from online classes.
Four clusters of related factors were identified
as obstacles for students completing
an online course: (1) student chooses too
many courses; (2) student gets behind in
the course; (3) student experiences personal
and family-related problems; and (4) student
cannot cope with the combined workload
of employment and academic studies
(p. 7). As a result of these findings, he recommended
further investigation into “an
analysis of variables for inclusion into a potential
regression model to predict online
course retention” (p. 9). Student orientation
to distance learning was one of the areas of
possible intervention recommended. This
research was inspired by Hilke’s call for a
further analysis of intervening variables.
The College of Southern Maryland
(CSM) is a regionally accredited community
college located in the mid-Atlantic,
serving three counties of mixed social and
economic demographics. CSM was one of
the Maryland community colleges, that in
2002, field-tested what would become the
Quality Matters Rubric TM and process for
the continuous improvement of online
learning. CSM is committed to strengthening
quality assurance for students, faculty,
and community with specific focus on
continuing to design and to have all CSM
online courses meet Quality Matters (QM)
standards.
The SmarterMeasure TM student
readiness assessment was identified as a
vetted instrument to provide analysis of
a number of variables identified in the
Hilke study that might impact success in
online courses. SmarterMeasure Learning
Readiness indicator is a web-based tool to
access a learner’s likelihood for succeeding
in an online and/or technology-rich
learning program (para. 1). Previously,
Argosy University had conducted research
using SmarterMeasure and found “statistically
significant relationships of technical
competency, motivations, availability of
time, and retention” (SmarterMeasures,
Research Results, para. 4). The CSM study
originated as a replication and extension of
the Argosy study by collecting data from
courses that meet QM standards (defined
as a well-designed online course), and that
were taught by experienced online instructors
with established positive track records
of student engagement and who were highly
trained in the LMS and instructional design.
The rationale for including these inputs
to quality online learning was to hold
constant three known influencing factors
in student success: course design, instructor
engagement, and familiarity and support
of technology (LMS). The intent of
this research was to determine the effect of
student readiness on student success in online
courses. The aim of this research project
was to offer direction for student remediation
in order to better prepare students
for online learning and enhance student
success, while noting the possible impact
of course design and engaging instructor
recommendations to enhance the quality
of online learning.
Methodology
The study was conducted over two
semesters. The disciplines of the courses
varied (Fundamentals of Physics, Introduction
to Sociology, and Applied Business
Communications), but were first-year col-
74