A paper presented  at the 15th Annual Self-Directed Learning Symposium, Boynton Beach, Florida, February 22, 2001

After a discussion  common problems related to learner frustration and dropout in electronic distance learning, the paper presents two categories of variables affecting success in e-learning: controllable (by the learner) and uncontrollable.  The results of a research study focusing on the variables within the control of the learner are then presented.  A review of research findings was used as a basis for developing a rating scale of learner characteristics (knowledge, skills, attitudes, and habits) important for success in e-learning.  It was administered to individuals responding to an invitation   posted to  an online listserv related to distance learning (Distance Education Online Symposium).  Seventy-six educators, trainers, and students involved in e-learning responded.

Ratings of the importance of the learner characteristics were compiled, using the following values: 5= essential, 4=very important, 3=necessary, 2= somewhat helpful, and 1=not necessary. Heading the list were ability to send and respond to e-mail, ability to attach and open files in e-mail,  reading ability, initiative in learning,  acceptance of responsibility for one’s own learning, self-discipline, positive attitude toward using the computer, ability to work alone, ability to learn without face to face classroom interaction, and competence in using the computer. 

All of the top ten characteristics received a mean rating of 4.3 or higher on the 5-point scale.  Sixteen of the 30 characteristics listed received a rating of higher than 4.0 (very important).  All but two characteristics received a rating higher than 3.0 (necessary).  Two characteristics reflecting more specialized computer skills (ability to use computer databases and ability to use computer spreadsheets) were rated 2.20 and 2.09 respectively (somewhat helpful).There were few significant differences in the ratings of learner characteristics important for success in electronic distance education between the student sample and the educator/trainer sample, indicating congruence in the perceptions of these two groups.

The most highly rated learner characteristics rotated back and forth between the more technical and computer- and internet-related skills such as ability to send and respond to email, ability to attach and open files in email, positive attitude toward using the computer, and competence in using the computer and those skills already identified with self-directed learning, such as strong reading ability, initiative in learning, acceptance of responsibility for one’s own learning, self-discipline, ability to work alone, and ability to learn without face-to-face classroom interaction.  If this perception holds true with larger samples, it would appear that a simple assessment of technical skills as provided by some institutions would be insufficient for an adequate screening and counseling of individuals contemplating or preparing to participate in electronic distance education classes.

 

 

 Ability to send and respond to e-mail                                        4.8                

 Ability to attach and open files in e-mail                                     4.49                                   

Reading ability                                                                           4.43

Initiative in learning                                                          4.43

Acceptance of responsibility for one’s own learning                     4.41                   

Self-discipline                                                                       4.41

Positive attitude toward using the computer                               4.37

Ability to work alone                                                                4.37

Ability to learn without face to face classroom interaction              4.33

Competence in using the computer                                               4.30

Independence in learning                                                                4.28

Persistence in learning                                                                   4.26

Word processing skills                                                                   4.15

Ability to organize one’s own writing                                              4.11

Ability to use search engines efficiently                              4.07

Ability to organize one’s time                                                         4.07

Ability to use basic study skills                                                        3.98

Enjoyment of learning new techniques for communicating

via the internet                                                                              3.83

Ability to develop a plan for completing work                        3.74

Knowledge of correct grammar and punctuation                             3.72

Tendency to view problems as challenges                                        3.54

Strong desire to learn or change                                                   3.54

Preference for active participation in learning                       3.50

Self-confidence                                                                           3.44

High degree of curiosity                                                               3.30

Tendency to be goal oriented                                                     3.30

Love of learning                                                                          3.24

Ability to compose at the computer                                              3.22

Ability to use computer data bases                                               2.20

Ability to use computer spreadsheets                                           2.09