The Readi Assessment as a Possible Predictor of Student Success in Online Communication Courses

Online course offerings continue to increase across colleges and universities with new courses added to schedules each semester. “Current statistics show that more than 2.3 million students took an online course in fall 2004 and that this educational mode is growing more than 18% a year” (Moskal, Dziuban, Upchurch, Hartman, & Truman, 2006, p. 26). Despite the increasing number of online classes, anywhere from 50-70% of students do not complete online courses (Hannum, Irvin, Lei, & Farmer, 2008). Previous studies examined the quality of the learning experience in both online and face-to-face formats; however, few have investigated whether or not students are able to succeed in an online class prior to the start of the course. Additional studies are needed in order to find the best way to determine whether students have the ability to succeed in an online course before the semester begins (Bernard, Brauer, Abrami, & Surkes, 2004; Shinkareva & Benson, 2007).

Upon deciding to enroll in college, students need proper advising about which courses to take and whether enrolling in online courses is the best choice for them (Aragon & Johnson, 2008). Aragon and Johnson's research found that “students with lower GPAs [grade point averages] are at greater risk of dropping their online courses and should be advised of the demands of a course delivered in this format” (p. 154). Beyond the student's GPA, advisors should question how much time a student has to dedicate to an online course, if they have access to a computer with high-speed Internet, and how knowledgeable the student is about technology. A student who is not technically savvy faces an uphill battle with trying to learn the basic communication course content and understanding how to use the technology throughout the semester.

In addition, institutions should have a student help desk and/or online tutorial system to help students when problems arise throughout the semester (Aragon & Johnson, 2008; Calfee, 2007). Calfee (2007) examined the effects of using an online tutoring service to help students with writing papers. She compared the results of students’ grades who used an online tutoring service called Smarthinking versus the grades of students who chose to either not use any tutoring service or opted for face-to-face assistance on campus. The results showed statistically significant differences between grades of students who chose the online tutoring service and those who did not. In addition, “potential improvement in student performance can increase significantly with the number of online tutoring sessions attended” (p. 79). The more students used the service throughout the semester, the more likely their grades improved with each writing assignment. Although students chose whether or not to participate in the online tutoring service, it is important for institutions to offer such opportunity for help, especially for the online student.

Once a student has been evaluated at the institutional level by counselors, continuously working to engage students is an extremely important element at the instructor level. Multiple researchers have examined the area of student engagement within online education (Bannan-Ritland, 2002; Chapman, Storberg-Walker, & Stone, 2007; Conrad, 2002; Schwartzman, 2007; Smith, 2005; Vess, 2005). When instructors put forth the effort to connect with their students, it increases the learning that takes place and helps build a sense of belonging both within the course and with the institution.

Another important element that instructors and institutions alike can implement is creating a place (whether virtual, physical, or both) where students can go when they need assistance with their online courses. Many research articles that discuss student readiness for online education mention the necessity of having some type of screening, counseling, tutorial, and/or help desk in place to help students understand the requirements of taking an online course (Bambara, Harbour, Davies, & Athey, 2009; Erdil, 2007; Menchaca & Bekele, 2008; Steinbronn & Merideth, 2003; Yukselturk & Inan, 2006). Erdil (2007) highlighted the fact that students enrolled in online courses have to master both the course content as well as the medium in which the content is delivered. Students must understand the course management systems, where to find assignments, and how to contact the instructor and their classmates just to begin the coursework. Even if the instructors do not create the help desk themselves, it is important for the instructors to know what resources are provided by the institution to assist students with their courses as well as any tutorials available on the Internet.

Professors, similar to the students, have the role of teaching both the course content and how to use the technology in the course. The instructor is usually the first person a student contacts when facing technical difficulties; therefore, it is important for a professor to not only know the technology from the perspective of a teacher and a student but to understand the most common trouble-shooting responses to assist students (Erdil, 2007). Although it is impossible for a teacher to have the answer to every problem a student may face, it is necessary to understand the most common problems faced by online students and where to direct them if questions cannot be answered by either the student or instructor. Many students report that one reason for withdrawing from online courses is the lack of support offered by the institution (Erdil, 2007; Yukselturk & Inan, 2006). Knowing where to turn for help can help students resolve issues quicker, keep their pace with their coursework, and ultimately increase retention levels in online classes.

No matter how much time, money, and energy is spent by the institution and instructor, the number of students that succeed with online education remains lower than face-to-face classes. A large amount of research concerning online education examined the type of student who is successful in online classes and what factors can lead students to withdraw from or fail classes. Such factors included being isolated when completing coursework (Bambara et al., 2009; O'Brien & Renner, 2002), the lack of technical skills (Erdil, 2007; Steinbronn & Merideth, 2003), and the inability to stay motivated with their online courses (Dennis, Bunkowski, & Eskey, 2007; Yukselturk & Inan, 2006).

Bambara et al. (2009) found that students encountered feelings of isolation, but at various levels depending on the student. Some participants noted that isolation was a small obstacle to overcome while others compared learning alone to being on an island all by themselves. O'Brien and Renner (2002) also discussed how the feeling of isolation is one of the major reasons cited by students for dropping out of online courses. Instructors who create interactive online environments can help alleviate feelings of isolation, increase student engagement in the course, and ultimately help students feel a sense of trust and security in working in an online environment.

Technical knowledge was one of the issues addressed in several studies (Bambara et al., 2009; Erdil, 2007; Steinbronn & Merideth, 2003). Erdil (2007) illustrated how online students have several different areas to master in order to be successful with their coursework. She wrote,

If students are not technically savvy, or at a minimum technically competent, before enrolling in an online class, they face an uphill battle of simultaneously trying to learn the technology in order to access and begin completing the coursework. Bambara et al. (2009) noted that students are more vulnerable when technology frustrations occur at the beginning of the semester because of the vast amount of information students are exposed to at the start of a course, including navigating the course management system, knowing where to go for help, and learning the course material.

One main factor discussed by several researchers concerns the area of student motivation (Aragon, Johnson, & Shaik, 2002; Bambara et al., 2009; Dennis et al., 2007; Yukselturk & Inan, 2006). There are numerous reasons students are motivated to be successful in an online course, including to gain a greater knowledge of the content, to earn course credit and eventually a degree, for the love of learning, and to prove to themselves that they can maintain their personal lives including working and raising a family while furthering their education. Regardless of the reason, Dennis et al. (2007) found “greater initiative, tenacity, and self-discipline are needed to take courses in the online environment than in the traditional classroom” (p. 37). Therefore, it is important for students thinking about enrolling in an online course to understand the requirements for taking classes online, to realize that the majority of work will be completed alone and to set time aside weekly, if not daily, to complete assignments. Several researchers discussed how students began their online courses ready to work but once the semester began their motivation faded, personal problems arose, or students underestimated the time needed to complete coursework (Bambara et al., 2009; Yukselturk & Inan, 2006). For the online basic communication students, this dwindling of motivation means that they cannot prepare a quality presentation that is researched, outlined, practiced, and delivered at the last minute and expect good grades on assignments or for the course.

Although a student may begin the semester with high levels of motivation, it is difficult to maintain that level of commitment throughout the course. Bambara et al. (2009) described this experience as “acquiescence” with students slowly surrendering to the course. The authors described three different ways students experienced acquiescence: silent submission, compromise, and loss. Silent submission was illustrated through students who lost their motivation as the course moved forward, and when they realized they would not earn a good grade for the course, they pulled back their level of effort to complete assignments even more. Compromise described those who made it through a high-risk online course. Although the students settled for lower grades than expected, they were satisfied with receiving the minimum grade for course credit. Finally, the students who experienced loss often withdrew from their courses and suffered feelings of humiliation and embarrassment at their course performance. Many students came to an understanding of what skills were required to complete an online course and how to adjust their learning styles to try courses in the future. They realized that online education was not the best option for them. Despite this realization, the fact that students understand this information only after being unsuccessful in an online course does not promote the desire to continue with their own education or the college's drive for increased student retention.

The problem under investigation for this study was to identify a method for determining a student's potential for success in an online communication course using the Readiness for Education At a Distance Indicator (READI) assessment instrument as a predictor. The READI tool focuses on six areas that students should score well on in order to be successful in the online learning environment: personal attributes, learning styles, reading rate and recall, technical competency, technical knowledge, and typing speed.

Seven online basic communication courses at two community colleges were used in this study. A comparison of students’ scores on the READI assessment with their final GPA in each course was used to determine whether the test was a good predictor of success. Additionally, the study included seven open-ended questions to examine the perceptions of both successful and unsuccessful students concerning their readiness for the course.

1. Do significant differences exist between student READI assessment scores and success in an online communication course?

2. What characteristics do successful students identify as contributors to their performance in an online communication course?

3. What characteristics do unsuccessful students identify as contributors to their performance in an online communication course?

The population for the study consisted of seven online basic communication courses at two community colleges in the state of Texas in the spring semester of 2010. The primary research instrument used in the study was the READI assessment instrument produced by DECADE Consulting, LLC. The instrument requires students to respond to a series of questions in six categories: personal attributes, learning styles, reading rate and recall, technical competency, technical knowledge, and typing speed. This study used the READI assessment to determine student success by comparing READI results to final grade point averages earned by students.

Four instructors, who had taught online for at least 2 years, and 194 students participated in the study. Students who elected to provide their e-mail addresses on the READI assessment tool at the beginning of the semester were contacted to complete an online survey concerning their experiences with their online communication course.

Course instructors were asked to administer the READI assessment to the students within the first 2 weeks of the semester. A total of 194 students completed the READI assessment. A spreadsheet was then created by the researcher to compile data from both community colleges where data was organized, identifying information removed, and students categorized by which online course they were enrolled. Final grades were submitted at the end of the semester, indicating the students’ grades for the course. Grades were recorded to include A, B, C, D, F and an incomplete (I) or a withdrawal (W). Following the data collection, the final grade point averages and scores from the READI assessment tool were coded and analyzed using the Statistical Package for the Social Sciences, Version 16. A Kruskal-Wallis test was used to analyze the data to identify whether a relationship existed between the READI assessment scores and the final grades achieved in the online communication courses. A total of 17 students completed the optional open-ended survey which included a question related to whether they were successful in the class (earned a C or higher) and six questions directly related to each category on the READI assessment (personal attributes, learning styles, reading rate and recall, technical competency, technical knowledge, and typing speed). Responses to the open-ended questions were collected and divided by students who self identified as successful or unsuccessful in the online communication course. Responses were then coded by common themes that emerged from the answers provided.

The purpose of this study was to determine whether the READI assessment tool could predict student success in an online communication course through comparing students’ scores on the READI assessment to their final GPA. The first research question asked whether significant differences existed between student READI scores and success in their online communication course.

Table 1 illustrates the descriptive statistics for the 194 students who completed the READI assessment. It includes each READI assessment category, the overall average on the READI, and the GPA students earned in their communication courses. Each of the categories was calculated on a 100-point scale. Final grades were assigned numbers to compare with READI scores: A = 4, B = 3, C = 2, D = 1, F = 0, W = –1. No student participating in the study received an Incomplete.

A Kruskal-Wallis test was used to look for significant differences between each of the READI assessment categories and final grades earned in the online basic communication classes. Table 2 illustrates the students’ final grades for the course. The majority of students earned an A or B in the course, but the number of withdrawals ranked third most common among the students.

The results in Table 3 indicated that no significant differences exist in READI assessment scores and final grades. The two categories that were close to significance were technical knowledge and typing speed/accuracy. All of the other categories were .650 or higher as illustrated in the table. The results showed that some participants who scored high on the READI assessment did not succeed with the online basic communication class. The reverse was also found to be true, where some participants had performed poorly on the READI assessment and were successful in the communication class.

In addition, a Kruskal-Wallis test was used to examine if there were any significant differences between the specific READI assessment categories and student final grades. There were no significant differences found between the READI assessment categories and final GPAs earned in the basic communication course as shown in Table 4. For example, the personal attributes category shows that students who failed the course actually scored higher in the category than students who had earned a B for their online communication class. Such variances are present in each of the READI categories assessed.

A survey was sent to participants to collect qualitative data about their experiences to address the last two research questions: (2) What characteristics do successful students identify as contributors to their performance in an online communication course? and (3) What characteristics do unsuccessful students identify as contributors to their performance in an online communication course? Despite sending three reminders to complete the survey, only 17 participants responded; 16 of the students earned a C or better in their online communication course, while one student had failed the class.

After indicating what grade they had earned, students identified which item (time management skills, willingness to ask for help, procrastination, or persistence) greatly impacted their performance in the course. Ten students indicated time management had the greatest impact on their performance. Out of those 10, 6 participants said that managing their time was necessary in order to plan for their other college classes, working, and their families.

Four students said persistence was the factor that influenced their performance. One student discussed how the communication class affected her level of persistence more than just being an online class. She stated, “this was a hard class for me because I hate speaking in front of strangers. I had to keep pushing myself to be persistent.” Finally, two students identified procrastination and one student believed his willingness to ask for help impacted his performance. One of the students who identified procrastination as the biggest factor was the individual who had failed the class.

The next set of questions had students identify which learning style (visual, solitary, verbal, or social) best described them and how it affected their performance. Fifteen students identified themselves as visual and solitary learners. Two students believed they were verbal and social learners. Many students indicated how a solitary learning style allowed flexibility with their schedule and coursework. One student said, “These styles work good for me because I can take my time and work my way through the course. I problem solve best on my own.” Another person stated “The online learning environment is perfect for me. To work at my own pace without having to drive to a classroom is perfect for my personality.” Several students also commented on how the visual aspects of the online communication course affected their performance. One participant said, “Visual is great. I love power points and things that have action, I fell [sic] that just hearing things can make me bored.”

The next question was concerned with the students’ ability to read and recall information within the course. Several participants discussed how difficult completing an online course would be if they struggled with reading or the ability to recall information. One person said, “Yes. Reading comprehension is critical for this class. I would think an individual who has challenges in that particular area would have issues with the class.” Another participant noted that

Participants were then asked to discuss their technical abilities in relation to their online course performance as shown in Table 5. Students ranked their abilities on each of the areas with a Likert survey scale, one being novice to five an expert. The majority of participants felt their class performance was not affected by their lack of technical knowledge. In fact, only one student noted having technical issues but had ultimately earned an A in the course. Even the student who failed the online basic communication course did not report any problems with technology.

For the final question, students were asked to identify what they believed was the one factor that had the greatest impact on their overall course performance. Students noted several different answers such as time management skills, preferring the hybrid course design, and reading comprehension. One student mentioned experiencing problems with technology, noting that his or her computer “messed up” and therefore that individual missed class assignments.

Overall the results showed no significant differences existed between students’ overall READI scores and their final grade in the class. In addition, each section of the READI assessment was compared to final GPAs in the course. Again, no significant differences were found. Technical Knowledge and Typing were the only two categories that came close to being statistically significant. The final two research questions asked students to identify which characteristics students identified as factors that affected their performance in an online communication class. Participants indicated time management as the factor having the greatest impact on course performance, considered themselves visual and solitary learners, able to read and recall information, and were technically knowledgeable.

Although no significant differences were found between the final grade in the class and the READI scores, there were some interesting findings that emerged from the study. It is no surprise that the ability to read and recall information, persistence, and time management are important to the success of the online learner; however, these qualities should be present in all students despite the medium. Learning style is another area that can potentially impact the success of the student. This element is a concern for both instructors and students regardless of the method in which the course is delivered. For those individuals who like the flexibility that online learning provides, this is a good avenue, but what about the art of speaking publicly? Is this not a learned skill, one that should be practiced in front of others? Or are we a society that hides behind our computer screen and mobile devices communicating via social networks and text messaging? Is the art of public speaking dying like that of cursive handwriting or has technology changed the way we communicate today both in good ways and bad? There is no doubt that technology has had a profound impact on the way we teach and learn. Communication is vital to this process and has altered the landscape. Some individuals are late to embrace the change, but the innovators and early adopters are ready and willing to move forward and find ways to teach communication effectively using the multitude of tools available. Despite some studies that say communication classes should not be taught online (Vanhorn, Pearson, & Child, 2008), Schwartzman (2006) contends that any course can be taught online with the right technology and effective delivery, but he also notes in a study conducted in 2007 that teaching online could lead to increasing tension of giving a speech when the only interaction has been through electronic means; however, these findings were contradicted in another study by Clark and Jones (2001). They surveyed students in both face-to-face and online communication classes and found no significant differences in the level of apprehension when comparing the two mediums.

Continuous research into how to best teach our students and prepare them for success in the online learning environment is critical if we are to offer courses online. Making students aware of areas they might need to improve upon such as reading rate and recall and technical skills prior to a course starting with proper support provided such as a student help desk or an online tutorial system by the institution is a must. Aragon and Johnson (2008) suggest having students complete an introductory computer course prior to enrolling in an online course allowing students to become more familiar with the technology used in an online course before enrolling in one where the stress of learning both the course content and how to use the computer could lead to failure or withdrawing from the class.

Although the READI assessment was not a good predictor of student success, there are several other areas to explore for future research. One area that impacts students’ success in an online course is their level of motivation (Aragon et al., 2002; Bambara et al., 2009; Dennis et al., 2007; Yukselturk & Inan, 2006). Dennis et al. (2007) noted that students enrolled in online courses need to have higher levels of initiative and drive to be successful with their classes. Although a student may test well on the READI assessment in regards to learning styles and personal study habits, the goal is to maintain that same level of discipline throughout the entire semester. Even with the current study, 194 students completed the READI survey and agreed to participate in the qualitative survey at the end of the semester. However, only 17 students completed the survey despite receiving three reminders. The information obtained from these 17 participants proved to be very informative and could be useful to survey a larger group of students after their online communication course experience.

Another recommendation would be to survey all of the students who were unsuccessful or withdrew from the online basic communication course to determine what factors contributed to the negative outcome. If the effectiveness is the same between traditional and online course formats, it is important to then examine why such a large percentage of students do not complete online coursework. An editorial by Gaskell (2006) posed the question, “How far does student withdrawal depend on personal and social issues, on institutional activities, or on broader societal and structural factors? How far can proactive intervention by the institution make a difference?” (p. 95). This idea focused on the concern over how much an institution or an individual instructor has to do to keep students engaged and participating in the course. What happens if all the interventions, engagement activities, and effort put forth by the instructor are not enough to help students succeed? One final recommendation would be for instructors to follow up with students at certain points in the semester to find out how the semester is going, identify any students at risk of withdrawing/failing, and what action was taken to promote student retention.

A great deal of research has been conducted over the years concerning online education examining the type of student who is successful in online classes and what factors can lead students to withdraw from or fail online courses. The basic communication course is required for a wide variety of degree plans and affects a large number of students. Having the ability to identify which characteristics are necessary to be successful will help instructors recognize at-risk students sooner, if not before enrolling in courses, to promote retention and success in the online basic communication course. We must take note of such studies and take proactive steps to ensuring that students are successful in this medium.