Are you Ready to Teach Online?

Readiness Surveys Aim to Help

Faculty Prepare
JUNE 22, 2015 ~ 4 COMMENTS

“…the following questions will help you determine what you need
to do to succeed at online learning. Post-survey feedback will also
provide you with information on what you can expect from an
online course” — The University of North Carolina at Chapel
Hill,Online Learning Readiness Questionnaire for Students

There are several excellent self-

scoring assessments on the Web for students to assess their
readiness for online learning as the one mentioned in the
opening, yet few for instructors and faculty planning to teach
online. The purpose of such questionnaires is to help students
identify what skills they’ll need to be successful; technical and
‘soft skills’ such as self-direction, time management, etc. This post
aims to help instructors prepare for teaching online by reviewing
readiness tools and questionnaires that help to assess and
determine what skills they will need to make the transition from
teaching face-to-face to an online learning environment.
Shared below are two surveys and key findings from two papers
on ‘readiness’ for online learning and teaching; both are
examined briefly. One paper discusses student, instructor and
institution readiness and argues that a successful online learning
program must include a systematic process of planning, designing
and creating environments where learning is actively fostered and
supported (Mercado, 2008, pg. 18.2). In the same paper, Mercado
stresses that teachers must also “possess personal attributes to
perform online teaching and administration of the online
environment successfully“. And most instructive are the tables
within the paper with questions that focus on attitudes that aim to
assess instructors’ perceptions towards online teaching (screen
shot below). It’s the attitudes that are most important given that
a student-centric mindset is required for successful online
instructors, one that differs significantly from traditional, face-to-
face instruction.
“Teaching in an online course involves more than replicating
classroom strategies in a different form. It “requires a different
approach—one that focuses less on the amount of time students
spend together in a particular place, and more on facilitating a
distance community and on activities designed for students
working individually” (University of Washington, 2004).”
 Screenshot above:
Excerpt from survey that assesses teachers attitude towards
 online teaching as part of readiness. Designed to encourage
teachers to reflect on their teaching style and strategies,
circumstances, abilities, motivation and time management.
(Mercado, 2008, pg.18.6)
Though there is little research that supports the thesis that
readiness questionnaires lead to better learning outcomes for
students, there is consensus that readiness assessments at the
very least emphasize for students and instructors the
expectations and demands of learning and teaching in an online
space, encouraging the assessment-taker to take the necessary
steps and actions to prepare in an effort to reduce the learning
curves associated with technology and teaching approaches
(Gascoigne & Parnell, 2014).

Categories and Barriers to Readiness

The assessments available on the web specific to instructor-
readiness are few—two are listed below. Both categorize the
required skills into three areas; 1) technology, 2) pedagogy and 3)
administrative skills. Though as already mentioned, the paper by
Mercado includes attitudes and perceptions of online learning as
one component of a readiness which highlights the different
mindset required for teaching online. It’s the mindset of a
traditional education model that puts up the biggest barriers to
instructors transitioning to teaching online. An extreme example
of an instructor unable to adapt to a student-focused approach is
from a MOOC on the Coursera platform where a faculty member
quit midway through “because of disagreements over how to best
conduct this course, I’ve agreed to disengage from it” (Kolowich,
2013).
I suggest that the required skills fall into three categories. Though
the two surveys included below are good, they do not encompass
all of the skills I suggest are required. In lieu of a survey that
includes all three areas, I recommend consulting the “Teacher
Attitudes” survey questions in Mercado’s paper in conjunction
with one of the surveys below pages (18.5 to 18.7).

1. Technology and Social Media Skills: Technology skills are

fundamental, and though social media skills not an essential, they
enhance the instructor’s ability to connect with students. Skills
include: ♦ basic computer skills ♦ proficiency with software
applications ♦installing/updating software and plug-ins ♦ internet
search literacy ♦ proficiency with features and functions within
the LMS including uploading files, grading tools and grade
book ♦ LMS tools for asynchronous/synchronous
communication ♦ familiarity with platforms for
communication/engagement outside of LMS, e.g. Pinterest,
Twitter, Google+
2. Administrative and Organization Skills: Includes skills
such as time management e.g. ability and willingness to respond
to student questions with immediacy e.g. within 24
hours ♦ provide constructive feedback on student assignments in
timely manner ♦proficiency with grade book and ability to submit
grades by required ♦ monitor/follow-up with academic integrity
issues
3. Pedagogical Skills and Teaching Approach: ♦ student
focused learning model ♦instructor focus on supporting and
guiding learning not delivering content and instruction♦ providing
constructive feedback ♦ establishing and sustaining online
presence

‘Readiness for Teaching Online’ Surveys

1. Faculty Self Assessment: Preparing for Online Teaching from
Penn State University is free to use under the Creative Commons
license. It’s excellent. One is required to input a name and email
address to access the survey, though apparently it is not stored
on the school’s server, and you to get a very detailed,
comprehensive report emailed upon completion based upon your
responses (check your spam folder; email is from PSU Online).
CUNY published on its faculty website an example of a feedback
report of the Penn State Self-Assessment—you can see the
example by clicking here.
There are thirty questions ranked within three categories:
technical, administrative and pedagogical competencies. The
survey assumes the instructor has teaching experience—it
includes questions about familiarity with LMS features and
teaching online for instance, but it does highlight for instructors
new to online teaching, the skills and expectations required.

Screenshot of Penn State’s Faculty Teaching Readiness

Questionnairehttps://weblearning.psu.edu/FacultySelfAssessment/#
2. Faculty Online Teaching Readiness Survey from the University
of Toledo, twenty-question self-scoring survey. This survey is not
nearly as comprehensive as Penn State’s, but it does provide a
snapshot of skills required and provides in the feedback for each
response, a detailed description of the skill with links to resources
for further learning and/or information. Note, the selection buttons
are misleading on this quiz, when completing it select the radio
button that is above the answer you want.
Resources
 Kolowich, Steve (2013). Professor Leaves a MOOC in Mid-
Course in Dispute Over Teaching. The Chronicle of Higher
Education
 Gascoigne C. & Parnell, J (2014). Distance education
readiness assessments: An overview and application. Online
Journal of Distance Learning Administration, Vol. XVII, (IV)
 Mercado, Cecilia (2008), Readiness assessment tool for an e-
learning environment implementation, Fifth International
Conference on e-Learning for Knowledge-Based Society,
Bangkok, Thailand (PDF)
 Faculty Self-Assessment: Preparing for Online Teaching,
CUNY Hybrid Initiative
 Online Learning Readiness Questionnaire for Students, The
University of North Chapel Hill
 Readiness Assessment for Online Learning for
Students, Penn State University
Share this:

Online Learning Readiness

Questionnaire
Before enrolling in an online course, you should first assess your readiness for stepping into the
online learning environment. Your answers to the following questions will help you determine
what you need to do to succeed at online learning. Post-survey feedback will also provide you
with information on what you can expect from an online course.

Instructions: Choose the most accurate response to each statement. Then click the Am I
Ready? button.

Somewhat
QUESTIONS Agree Disagree
Agree

1. I am good at setting goals and deadlines for

myself.
2. I have a really good reason for taking an online
course.

3. I finish the projects I start.

4. I do not quit just because things get difficult.

5. I can keep myself on track and on time.

6. I learn fairly easily.

7. I can learn from things I hear, like lectures, audio

recordings, or podcasts.

8. I have to read something to learn it best.

9. I have developed good ways to solve problems I

run into.

10. I learn best when I figure things out for myself.

11. I like to learn in a group, but I can learn on my

own as well.

12. I am willing to send e-mail to or have

discussions with people I might never see.

13. I usually study in a place where I can read and

work on assignments without distractions.

14. I can ignore distractions around me when I

study.

15. I am willing to spend 10-20 hours each week on

an online course.
16. I keep a record of what my assignments are and
when they are due.

17. I plan my work in advance so that I can turn in

my assignments on time.

18. When I study, people around me will help me

work and not try to distract me.

19. I am willing to use e-mail and other online tools

to ask my classmates and instructors questions.

20. I am fairly good at using the computer.

21. I am comfortable surfing the Internet.

22. I am comfortable conducting searches, setting

bookmarks, and downloading files.

23. I am comfortable installing software and

changing configuration settings on my computer.

24. I know someone who can help me if I have

computer problems.

25. My computer runs reliably on Windows XP/ 7 or

on Mac OS 10.6 or higher.

26. I have a printer.

27. I am connected to the Internet with a fairly fast,

reliable connection such as DSL or cable modem.

28. I have virus protection software running on my

computer.

29. I have headphones or speakers and a

microphone to use if a class has a videoconference.
 30. My browser will play several common
multimedia (video and audio) formats.

After responding to all of the statements, click the Am I Ready? button. Your results will display.

The results of your survey will appear here.