Internet Learning Volume 3, Number 1, Spring 2014 | Page 81

Internet Learning
by student readiness factors, including individual
attributes (such as motivation),
life factors, learning styles, technical competency,
technical knowledge, reading rate
and recall, and typing speed and accuracy.
Based on the results of the study, most of
our hypothesis was not supported.
Only two of the SmarterMeasure
indicators (Reading Rate and Typing
Speed) were statistically significant, thereby
exerting an influence of student readiness
on student success in these particular
online courses. There are two limitations to
consider. First, the sample size was small.
Second, there can be alternative interpretation
for these results. For example, a higher
typing speed with accuracy may be indicative
of a student’s expertise with computer
technology. A higher typing speed with accuracy
may also be indicative of a student’s
attention to detail, and it is the attention to
detail factor that exerted an influence on
student success. An additional possibility is
that higher typing speeds were developed
from experience in previous online courses,
and success in previous online courses
has been identified as a predictor of success
(Boston, Ice, & Burgess, 2012). The possible
impact of previous student success in online
courses was not explored during this
study and would be an additional source
for correlation in readiness.
In this controlled study, two indicators
(Life Factors and Technical Knowledge)
were not statistically significant unless
the alpha level is lowered from α = .05
to α = .01. The last two indicators (Reading
Comprehension and Individual Attributes)
were not statistically significant. The small
sample size may have affected the results.
An important caveat from this study is
that these findings come from students
in courses that meet quality standards for
course design and were taught by experienced,
engaging online instructors. It could
be important to further explore the impact
of quality course design and engaging faculty
on student readiness factors, especially
those identified by SmarterMeasure.
Our findings differ from the Argosy
University study, “SmarterServices” (2011).
The Argosy study found the following
SmarterMeasure indicators have statistically
significant impact on student success:
technical competency, motivation, availability
of time, and retention (SmarterServices).
Two factors may have contributed
to the different findings. First, our small
sample size may have affected our results
compared to the Argosy study. Second,
our study controlled for the course design,
teaching, and LMS variables compared to
the Argosy study; therefore, our results
may be more focused.
The current study allowed a closer
analysis of student readiness by controlling
three variables: (a) the course design was
considered high quality, as only courses
that had previously met QM standards
were used; (b) the LMS utilized was industry-standard
and was familiar to students
and instructor; and (c) the faculty participating
in the study have strong, positive
track records of student engagement, and
were highly trained in the LMS and instructional
design. We caution generalization of
these findings to conclude that only typing
speed/accuracy and reading rate/recall are
important to the successful completion of
an online course.
Suggestions for Future Research
The sample size could be broadened
to increase validity and reliability, thereby
leading to institutional policy changes, such
as a mandatory student orientation course
or standardized modules for all online
courses that incorporate resources for typing
and/or reading rate practice. The study
80