For the last decade, distance learning in higher education has grown exponentially.  Distance learning is a phenomenon born out of a need for alternative learning environments, demand for flexible learning schedules, and low enrollments.  Because of these influences, colleges and universities had to get creative in making learning from a distance a reality.  Struggling with misconceptions from students, institutions were faced with students who wanted to take online courses, but simply weren’t ready.  Over time, these students began to drop out and attrition rates for distance learning suffered.  Many research articles reported that retention rates in distance education courses were often substantially lower than the rates for traditional courses.  Schools began asking themselves what they could do to better serve their online students and in the process turn their poor retention rates around.  One potential road block to student success in distance learning was lack of student readiness for learning at a distance.  Students simply did not have the recommended skill set to successfully complete all the course requirements.  Not only did some students have poor technical skills, but they also lacked personal attributes that assist in a student’s motivation level, ability to prioritize, and time management skills.  Another challenge was students had some general misconceptions about learning from a distance.  “It is easier online than in the classroom”, “I can do my class work anytime I want”, and “It will be an easy A” were some of the general thoughts that served as road blocks when students realized there was more to online learning than logging into a computer.  Often time students would drop out of the course simply because it was not what they were expecting.

 
These trends were red flags that distance learning administrators began to pay attention to.  With a growing demand these administrators were forced to sit up and take notes creating a better system to prepare their students for online learning.  Many schools implemented improved communications with online instructors, tutorials of their learning management systems, and online orientation courses.  These were the first steps in creating a stronger connection between prepared students and online courses.  Some schools even added a “Are you ready for distance learning” 10 item quiz on their web sites.  Although this effort did not go unnoticed, it was a weak attempt to get to the root of the problem.  It was time for a complete readiness tool that truly measured students’ strengths and weaknesses in relation to learning at a distance; a tool that provided students with immediate feedback and remedial resources; a tool that provided a clear insight about students entering a distance learning course to the institution.

Coming from humble beginnings, READI was created by a group of distance learning administrators who decided it was time to answer the challenge of improving learner readiness. With a dream, limited funds, and a research team, the work began to create a complete resource for schools to use in bridging the gap between a student’s perception of distance learning and reality.  The resource would measure a student’s readiness for distance learning in 5 areas: Personal Attributes (procrastination, motivation, etc), Learning Styles, Technical Competency, On-Screen Reading , and Typing Speed & Accuracy.  It was officially named READI as an acronym for Readiness for Education At a Distance Indicator and would be completely web-based and include immediate feedback for students and administrative access.  Owned by DECADE Consulting, LLC, annual licenses were sold to several colleges and universities who inquired about it in the first few years.  By 2005, with 30 clients, and a sales department, DECADE Consulting began officially marketing READI at conferences to colleges and universities.  As the company grew, eLearningToolBox.com was created as a marketing portal in 2007, serving as the sole provider of READI.  With a team of 10 professionals, eLearningToolBox has also created additional solutions to common challenges of distance learning including FacultyFinder.com, TestProctors.com, and PostCourse.com.  By 2008, the client base had grown to over 300 colleges, universities, including state consortiums in Texas, Mississippi, and Georgia. 

Since 2003, READI has evolved through 6 major upgrades to be the most comprehensive, complete tool on the market of its kind.  Through upgrades in recent years, a technical knowledge and vocabulary section was added, Reading Speed and Comprehension was changed to Reading Rate and Recall, multiple grade level reading passages were added, lots of custom features, and much more.  With patent pending status, READI started the year 2009, by launching version 6.0 including a completely redesigned administrative panel, improved student reporting, multiple custom features, and a secondary version geared towards 8th-12th graders. The secondary version is already being considered by several state systems including Texas Virtual School Network and Florida Virtual School.  Although still a relatively new concept in K12, distance learning continues to grow and READI is available to assist those students in their quest to be successful in distance learning.  Over the past 6 years, READI has found its way into over 300 colleges and universities serving almost 300,000 students along the way.  As the demand for alternative learning environments grows the need for READI will remain steady.

Learning at a distance student readiness is a challenge felt by all types of schools including those abroad.  Through a recent partnership with Open University of Malaysia, we are working together to offer READI to their students this year.  Going international is quite an accomplishment for READI.  A conversation has also begun with National College in Puerto Rico about the possibility to translate READI and associated services into Spanish. 

As new challenges present themselves in distance learning, eLearningToolBox is a company dedicated to creating tools that make elearning better.  With a complete suite of solutions and additional services in the works the company’s future is strong. To learn more about eLearningToolBox, check us out on the web www.eLearningToolBox.com.

Are you READI for the next decade of Distance Learning? We are…

For the past two weeks, we’ve discussed distance learning in K12.  We listed reasons alternative learning environments are needed for children grades 8th-12th and about what some students had to say about it in a recent survey done by Southern Regional Education Board (SREB).  With so much talk about learner readiness, eLearningToolBox realized it was not only a challenge for colleges and universities but for secondary schools as well. 

In February 2009, READI – Readiness for Education At a Distance Indicator was released.  Publicly available to colleges and universities since 2003, it was time to create an in demand K12 version.  In the summer of 2008, eLearningToolBox partnered with some K12 specialists to evaluate READI and determine what changes needed to be made to make it appropriate for secondary learners.  Through that collaboration and additional research, READI Secondary is now available for use in grades 8th-12th.  Mimicking its higher ed counterpart, READI is delivered in a custom user interface as a web based tool and includes 5 areas (listed below) to measure a student’s readiness for learning at a distance.

1. Personal Attributes – procrastination, motivation, willingness to ask for help, etc
2. Learning Styles
3. Technical Competency and Skills
4. On-Screen Reading Rate and Recall
5. Typing Speed and Accuracy

Since its launch, READI has already caught the eyes and ears of virtual schools in many states including Florida, Texas, Utah, and Virginia.  All of whom are currently considering READI and how it may be of value to their distance learning program. 

When asked about the secondary version of READI, Dr. Mac Adkins CEO of eLearningToolBox said, “With the growth of K12 distance learning, it only seemed natural to add a K12 version of READI.  At conferences around the states, we got many requests for a secondary version of READI.  Student need and the demand for such a tool led our decision to include the launch in our recent 6.0 version of READI.  eLearningToolBox wants to be leading schools in their efforts to help students succeed!”  To learn more about how READI can enhance your distance learning program and assist your students in success, call Julie at 334.356.8353 or email julie@eLearningToolBox.com.

K12 Distance Learning - Part 3

We would like to clarify a change in version 6.0 that might effect the way  your institution links to READI.  If your intitution linked to the page http://www.readi.info/index.cfm?fuseaction=startReadi, that link no longer is functioning.  One of the great features of Version 6.0 is it's ability to allow multiple login groups (from different institutions) to have the same username.  In previous versions of READI, only one school was able to have a particular username for the students to use.  For example, only one school could use the commonly requested username of "student". 

To accommodate this new function, schools linking to READI must now link directly to their custom URL.  For example, if your schools custom URL is http://sample.readi.info, that is what you would replace the old link with. 

If you  have any questions about this change or need help identifying your custom URL, please contact our help desk.

READI Link Change

Last week in K12 Distance Learning Part 1, we looked at a few valid arguments as to why distance learning can be just as effective as face to face learning in the K12 environment.  We also discussed six reasons why a family might choose to participate in online classes instead of or to supplement their traditional offerings.  This week, we’ll look at a survey completed by 2000 online middle and high school students.  The survey was given by Southern Regional Education Board (SREB) with the main question being “Do online courses work for middle grades and high school students”? (The full report is viewable here).  The questions focused on three basic elements of online courses that are essential for student success:

1. Was the course well designed and were instructional materials available when needed?
2. Did the teacher set high academic expectations, support and facilitate student learning?
3. Was the student prepared for the online course?

The report had some interesting findings; perhaps most intriguing were the results for number 3.  Was the student prepared for the online course? According to the report “Some SREB state virtual schools report that students often say they drop out of online courses because the content is too difficult or because they are not comfortable with the online instructional style”.  This is cause for concern.  What can schools do to prepare the students ahead of time with an indication of what to expect from this alternative environment.  Unfortunately students sometimes go into distance learning with rose colored glasses on and don’t have an accurate picture of what is involved.  The report also indicated, “eighty percent of the students surveyed said they were academically prepared for the course they took online”.  This is a positive sign that academic preparation is not a factor in online instruction.  

Not surprising, 75% of students said they were familiar with the technology components and software used for their online courses.  However, it is noteworthy that the remaining 25% were not “technologically ready” for the online environment.  While most experts agree, strong online classes include simulations and demonstrations, reading is still a foundational component of online learning that is going to remain.  Indicating a need for a student to read at an acceptable pace and recognize the difference between reading on screen and in print.

Perhaps, the most noteworthy finding was students realized “time-management skills” were a real factor and potential obstacle in preparing and participating in an online class.  There seemed to be a disconnect between the student’s expectations and the reality of what is required in an online class.  Using this information, state virtual schools will need to do a better job in offering an explanation prior to the class beginning.  This would be best served through an orientation class that is required and includes a readiness evaluation that includes all areas of readiness, provides remediation, and bridges the gap between the “easy way out” and true time commitment learning from a distance requires.

The students were given the option at the end of the survey to answer an open ended question.  One student said “I would not recommend this type of class to a student who is not an independent learner and does not have sufficient computer skills”.  This statement shows the importance of knowing ahead of time what you are getting into.  It makes me wonder if this student wishes someone would have shared this with them prior to registration.

Next week, in Part 3 of our series, K12 Distance Learning, you will learn about eLearningToolBox’s latest release of READI 6.0 and that it includes a new Secondary version to measure readiness levels for distance learning among 8th-12th grade levels.  Stay tuned…

K12 Distance Learning - Part 2

We’ve heard our client’s requests for a user’s guide and the READI, Set, Go Tutorial Series is now available!  These short video tutorials (most are less than 3 minutes) will allow the READI administrator to click on a link and view the particular subject needed.  Some examples include how to add a new administrative login group, create a new student test taker login group, and add customized remedial text.  In all there are 13 tutorials to serve as reminders of how to utilize all the features of READI 6.0.  To access the tutorials, visit readi.info/tutorials or simply login to the READI administrative panel with your username and password and click "tutorials" from the main menu.  Happy Clicking!

READI, Set, Go Tutorials