There are two principal components that will determine an individual's probability for successfully completing online courses and/or programs. The first component is the individual's level of technical competence (i.e. computer skills). The second component revolves around personal motivation, self-discipline, and learning styles. Below, you will find self-assessment tools oriented towards both components. Please take them both to provide yourself with a realistic view of your potential for success in the NPTT program.

The linked Technical Skills Survey is available through Northern Arizona University. It should provide you with a reasonable assessment of your current computer skills.

The below self-assessment for online learning is from The Virtual Student: A Profile and Guide to Working with Online Learners, by Palloff and Pratt (2003). It should provide some feedback more oriented towards the personal motivation, self-discipline, and learning styles more oriented towards success in online courses.

This resource contains a sample self-assessment and a checklist for a student contemplating online learning. They are a compilation of several of the assessments found on various sites on the Internet. We offer them with a caution: if students score low on the assessment it is not necessarily a solid indicator that they will not do well in an online course. This assessment should be used as a guide only.

Self-Assessment Questions

How well would distance learning courses fit your circumstances and lifestyle? Circle an answer for each question and score as directed. Answer honesty – no one will see this but you!

1. My need to take this course now is:

a. High-I need it immediately for a specific goal.

b. Moderate-I could take it on campus later or substitute another course.

c. Low-it could be postponed.

2. Feeling that I am part of a class is:

a. Not particularly necessary to me.

b. Somewhat important to me.

c. Very important to me.

3. I would classify myself as someone who:

a. Often get things done ahead of time.

b. Needs reminding to get things done on time.

c. Puts things off until the last minute or doesn't complete them.

4. Classroom discussion is:

a. Rarely helpful to me.

b. Sometimes helpful to me.

c. Almost always helpful to me.

5. When an instructor hands out directions for an assignment, I prefer:

a. Figuring out the instructions myself

b. Trying to follow the directions on my own, then asking for help as needed.

c. Having the instructions explained to me.

6. I need faculty comments on my assignments:

a. Within a few weeks, so I can review what I did.

b. Within a few days, or I forget what I did.

c. Right away, or I get very frustrated.

7. Considering my professional and personal schedule, the amount of time I have to work on a distance learning course is:

a. More than enough for an on-campus course.

b. The same as for a class on campus.

c. Less than for a class on campus.

8. Coming to campus on a regular schedule is:

a. Extremely difficult for me – I have commitments (work, family, or personal) during times when classes are offered.

b. A little difficult, but I can rearrange my priorities to allow for regular attendance on campus.

c. Easy for me.

9. As a reader, I would classify myself as:

a. Good – I usually understand the text without help.

b. Average – I sometimes need help to understand the text.

c. Slower than average.

10. When I need help understanding the subject:

a. I am comfortable approaching an instructor to ask for clarification.

b. I am uncomfortable approaching an instructor, but do it anyway.

c. I never approach an instructor to admit I don't understand something.

11. My ability to work with technology is as follows:

a. I have excellent computer skills.

b. I have some computer and Internet skills.

c. I am not very familiar with a computer and do not feel comfortable surfing the Net.

Explanations

1. Distance learning students sometimes neglect their courses because of personal or professional circumstances. Having a compelling reason for taking the course helps motivate the student to stick with the course.

2. Some students prefer the independence of distance learning; others find the independence uncomfortable and miss being part of the classroom experience.

3. Distance learning courses give students greater freedom of scheduling, but they can require more self-discipline than on-campus classes.

4. Some people learn best by interacting with other students and instructors. Others learn better by listening, reading, and reviewing on their own. Some distance learning courses provide less opportunity for group interaction than most on-campus courses.

5. Distance learning requires you to work from written directions.

6. It may take as little as a couple of days or as much as two to three weeks to get comments back from your instructor in distance learning classes.

7. Distance learning requires at least as much time as on-campus courses or more. Students surveyed say that distance learning courses are as hard as or harder than on-campus courses.

8. Most people who are successful with distance learning find it difficult to come to campus on a regular basis because of their work/family/personal schedules.

9. Print materials are the primary source of directions and information in distance learning courses.

10. Students who do well in distance learning courses are usually comfortable contacting the instructor as soon as they need help with the course.

11. Students who do well in distance learning courses usually have some familiarity with the use of a computer and know how to access e-mail and the Internet.

Self-Assessment Checklist

1. I have access to a computer or the equipment required for an online class.

2. I am not intimidated by using technology for learning.

3. I feel comfortable using the computer for basic word processing, e-mail, and to access the Internet.

4. I am a good time manager, can meet deadlines, and can keep track of assignments.

5. I am an independent learner.

6. I am self-disciplined.

7. I can express my ideas, comments, questions, and emotions in writing.

8. I am generally flexible and can adjust to changing schedules.

9. I have some time available to go to campus, if required, for exams and meetings.

10. I am a self-starter.

11. I easily understand what I read.

12. I am goal-directed and often achieve my goals.

13. I am realistic and confident about my academic ability.

14. I am persistent and obstacles don't stop me.

15. I believe in taking responsibility for my own learning.

16. I am open to trying something new.

17. I am open to working in an unstructured setting.

18. I enjoy working in teams, doing collaborative projects, etc.

The more "yes" answers a student has to these questions, the higher likelihood of success in an online course.

Goal Inventory

When thinking about your goals for learning, it is also important to consider how learning fits into the rest of your life. Begin by thinking about what you'd like to achieve over the next few years in each area of your life, potential obstacles that may inhibit your progress, and the initial steps you think you can take to get to where you want to be (Exhibit l).

Now that you have established your longer-term goals, what do you hope to accomplish during the next school term in each area? Prioritize them from most important to least important.

Reference

Palloff, R.M., & Pratt, K. (2003). The Virtual Student: A Profile and Guide to Working with Online Learners. San Francisco, CA: Jossey-Bass.
 

Return to regular view	Text-only	Updated: 5/31/2006