Running

head: E-LEARNING READINESS AUDIT

Assignment #2
E-Learning Readiness Audit
Heather Woodland
University of British Columbia
#24544041
Word Count: 2073

Author Note
This paper was prepared for ETEC 520, Section 65A, taught by Instructor Mark Bullen.

E-LEARNING READINESS AUDIT

E-Learning Readiness Audit

Assessing a post-secondary institution for its readiness to conduct e-Learning
is a complex endeavor. As Bates and Sangra state universities and colleges vary
tremendously within a single state or province. There is even greater variation
between institutions across countries (2011, p. 75). The following is a potential elearning readiness audit tool comprised of two parts: a learner readiness
questionnaire and institution/ faculty readiness continuum.
Description of e-learning readiness tool
This paper will make use of an adapted model of the Pennsylvania State University
and San Diego Community College Learners E-learning audit readiness surveys.
These two learner surveys address characteristics of successful e-learner qualities. In
addition, in researching various audit tools available for this assignment, I found the
e-Learning Planning Framework (eLPF) used by the Ministry of Education of the
New Zealand government. (E-Learning Planning Framework). This readiness tool
places emphasis on a minority group for a country that schools an indigenous
minority, and this differentiates this planning framework from other more generic
readiness tools that are available. The framework is available as an online tool but in
order to use this function you must be working for a New Zealand school (The E-

Learning Planning Framework (English-Medium)). However, the tool can also be

downloaded in a pdf or doc version. Although this framework is for use in a K-12
national system, I have used it to help guide some of the adaptations I made to the
Bates and Sangra learner audit tool for this assignment.
The original PENN state learner audit tool (Readiness for Online Learning) is a
questionnaire with 30 multiple-choice questions. There are three possible answers
for each of the 30 questions: Agree, somewhat Agree and disagree. The 30 questions

E-LEARNING READINESS AUDIT

deal with topics such as goal setting, perseverance, working to deadlines, learning
style, computer hardware, software usage, Internet access and location.
The original tool for the San Diego Community College District learner audit tool
(San Diego Community College District | Online Learning Pathways) is a 20 question
multiple-choice questionnaire. The questions have a variety of possible answers
unlike the PENN state tool, which asks the degree to which the respondent agrees, or
not. The SDCCD audit tool contains answers with statements such as The same
amount of time as a traditional campus class. or I need to hear the directions in
order to understand my responsibilities. Questions asked in the questionnaire focus
on the suitability of the potential student to taking an online course in combination
with questions regarding computer resources and experience working with or using
technology.

Changes/ Adaptations made to the e-learning readiness audit tool

Potential audit questions have been taken and revised from existing tools from large
and small-scale post-secondary institutions. Bates and Sangra state, that there were
more likely to be similarities, for instance, between comprehensive universities in
different countries, than between a comprehensive university and a two-year college
in the same state or province (2011, p. 75). Thus, it seems fair to have examined
readiness questionnaires from both a state university and community college level
institution. Through selecting questions for this learner readiness audit tool, many
questions on the original questionnaires were discarded as they asked about
outdated technology or other times were redundant in assessing the learners time
management skills or motivation level.
Part of the eLPF created by the New Zealand government is used to check the
readiness of the faculty and institution. However, since Bates and Sangra have a

E-LEARNING READINESS AUDIT

succinct criteria audit tool (2011, pp.71-74) used previously to conduct an analysis on
several post-secondary institutions, their tool criteria will compose the main body of
this institution readiness audit tool.
Learner readiness audit tool
Potential e-learning students will answer questions based on these five areas to
establish their suitability to take a course through online/blended learning.
1. Perseverance, 2. Working to deadlines, 3. Motivation, 4. Computer hardware &
software usage, and 5. Internet access.
The tool would consist of no more than 15 questions, as equal as possible across the
five topics above.
Sample audit questions
1. I am willing to spend 10-20 hours each week on an online course. (Agree/
Somewhat Agree/ Disagree)
2. I finish the projects I start. (Agree/ Somewhat Agree/ Disagree)
3. Are you motivated to meet deadlines?

I always get my work done on time.

I am a procrastinator, and I need to be reminded and guided to meet my

deadlines.

I always turn in my work late.

4. I learn best by figuring things out for myself. (Agree/ Somewhat Agree/
Disagree)
5. I am willing to e-mail or have discussions with people I might never see. (Agree/
Somewhat Agree/ Disagree)
6.

I usually work in a place where I can read and work on assignments without

distractions. (Agree/ Somewhat Agree/ Disagree)

E-LEARNING READINESS AUDIT

7. I am comfortable with things like doing searches, setting bookmarks, and

downloading files. (Agree/ Somewhat Agree/ Disagree)
8. Where would you go for help if you needed technical support?

The instructor.

Institution IT services.
Another student or friend in the course.
9.

Are you comfortable with file management: saving, deleting, and moving files on

your computer?

Yes. I am computer literate.

I would like to learn about file management.

No. I can never find my files after I save them.

Institution & Faculty readiness audit tool

As Bates and Sangra have stated, there are nine criteria (expressed in question form)
that an institution can review in order to audit their e-learning readiness. (2011, pp.
71-74) Those nine criteria are represented below with some adjustments made to add
a dimension for a minority group such as first peoples or similarly a group such as
ESL learners/ international students. Due to space constraints, the continuum has
been significantly shortened from the original form. Additionally, this audit tool
attempts to cover all necessary areas, which could be complicated by different
cultures (i.e. managerial culture or collegial culture), which exist within institutions.

This tool consists of eight criteria on a continuum based on the five phases that the
eLPF uses that were sourced and adapted from Hall & Hord, 1987; Mishra & Koehler,
2006; Moertsch (1998); and Timperley, 2007. The five phases are pre-emerging,

E-LEARNING READINESS AUDIT

emerging, engaging, extending and empowering (eLPF, 2014, p.2). These five stages
are similar to the five stages suggested by Bates (2007) (ETEC 520): lone rangers,
encouragement, chaos, planning, and sustainability.
Audit continuum
1. Comprehensive IT infrastructure

Technical
support

Preemerging

Emerging

Engaging

Extending

Empowering

In our
institution,
the
responsibility
for the
maintenance
and support
of digital
technologies
is not yet
clearly
defined or
assigned.

In our
institution,
the
responsibility
for the
maintenance
and support
of digital
technologies
is devolved
completely to
technical
personnel.

In our
institution,
the
responsibility
for the
maintenance
and support
of digital
technologies
is mostly
devolved to
technical
personnel
who respond
to short-term
needs.

A collaborative
group manages
the technical
support of digital
technologies to
ensure
maintenance is
timely, effective
and prioritized as
part of whole
institution
strategic
development.

TECH SUPPORT:
Our institution
takes a
collaborative,
learning-focused
approach to
technical support to
ensure it meets the
needs of everyone
in the institution.

2. Digitized administrative systems

Administ
ration

Preemerging

Emerging

Engaging

Extending

Empowering

In our
institution,
the use of
digital
technologies
for
administratio
n is limited.
Administrati
on is largely
paper-based.

In our
institution,
digital
technologies
are used for
some
administrativ
e purposes.

In our
institution,
the use of
digital
technologies
for
administratio
n is being
trialed or is
established.
Technologies
are making
administratio
n more
effective and
efficient.

In our
institution, the
use of digital
technologies for
administration
is networked,
available offsite, well
managed and
has some
integration into
learning,
communication
and reporting.

ADMIN: We regularly
review the way we use
digital technologies for
administration so
everyone can access
what they need, when
they need it.

E-LEARNING READINESS AUDIT

3. Strategic e-Learning Rationale

Vision
statemen
ts and
beliefs

Preemerging

Emerging

Engaging

Extending

In our
institution,
our vision
statement
does not yet
refer directly
to elearning.

In our
institution,
there is a
vision
statement
that refers to
the potential
of e-learning
for student
learning and
achievement
.

In our
institution,
there is a
vision
statement
that describes
how elearning will
enhance
student
learning and
achievement.

In our
institution,
there is a vision
statement and
curriculum
focused
rationale for elearning that is
understood by
staff.

Empowering

VISION: In our
institution, the staff is
actively involved in the
review of our vision and
rationale for e-learning.

4. Financial support for e-learning

Procure
ment and
maintena
nce

Preemerging

Emerging

Engaging

Extending

Empowering

In our
institution,
there is not
yet a
cohesive plan
for effective
maintenance
and
purchasing
of digital
technologies.

In our
institution,
plans to
manage the
maintenanc
e and
purchasing
of digital
technologie
s are under
developme
nt.

In our
institution,
plans to
manage the
maintenance
and
purchasing of
digital
technologies
are being
trialed or are
in place.

In our
institution,
plans to manage
the maintenance
and purchasing
of digital
technologies are
based on
curriculum and
learning needs,
and all
appropriate staff
are consulted.

PROCUREMENT AND
MAINTENANCE: Our
institution regularly
reviews the plan for
maintenance and
purchase of digital
technologies so that
learning needs drives
it.

Preemerging

Emerging

Engaging

Extending

Empowering

In our
institution,
we do not yet
use digital

In our
institution,
we are
identifying

In our
institution, we
integrate the
use of digital

USE TECHNOLOGIES
WITH minority group:
Our institution and our
[minority group]

5. Community Readiness

Use
digital
technolog
ies to

In our
institution, we
are trialing
ways to use

E-LEARNING READINESS AUDIT

engage
with
[minority
group]
and
communi
ty, in
culturally
responsiv
e ways.

technologies
to engage
with
[minority
group] and
the wider
community.

opportuniti
es to use
digital
technologie
s to engage
with
[minority
group]
and the
wider
community.

8
digital
technologies to
engage with
[minority
group] and
the wider
community.

technologies to
engage with
[minority
group] and
the wider
community.

community engage with

each other effectively
using digital
technologies.

6. Innovative Teaching

Embeddi
ng of elearning
across
the
curriculu
m of
faculties

Preemerging

Emerging

Engaging

Extending

Empowering

In our
institution,
technology is
rarely
planned for or
used in
teaching and
learning
practices.

In our
institution,
technology
is
sometimes
used. It is
evident in
teachers
planning,
but not
always in
practice.

In our
institution,
technology is
usually used
and there are
clear links
between
teachers
planning and
practice.

In our
institution,
technology is
largely
embedded in
needs-driven
planning and
practice.

EMBEDDING ELEARNING: Our

institution regularly
reviews the way
technology is
embedded in effective
learning and teaching.

7. Training for e-learning

Opportun
ity for
elearning
professio
nal
learning

Preemerging

Emerging

Engaging

Extending

Empowering

In our
institution,
we do not yet
have
professional
learning
opportunities
about elearning.

In our
institution,
there are
few
opportuniti
es for
professiona
l learning
activities
about elearning
and they
tend to be
occasional
and ad hoc.

In our
institution,
there have
been some
opportunities
for
professional
learning about
e-learning.

In our institution,
there are regular
opportunities for
professional
learning about elearning.

PROFESSIONAL
LEARNING
OPPORTUNITIES: In
our institution, there
are many
opportunities for
professional learning
about e-learning.

E-LEARNING READINESS AUDIT

Collabora
tion and
sharing

In our
institution,
we are not
yet
collaborating
for
professional
learning
activities to
explore elearning.

In our
institution,
a few
individual
staff
occasionall
y
collaborate
in
professiona
l learning
activities
that explore
e-learning.

9
In our
institution,
some staff
regularly
collaborate in
professional
learning
activities that
explore elearning.

In our institution
most staff
collaborate in
professional
learning activities
that explore elearning.

COLLABORATION:
Our institution is a
supportive
professional
community that
explores e-learning
together.

8. Response to student body culture

Culturally
responsive
practice/s

Preemerging

Emerging

Engaging

Extending

Empowering

In our
institution,
digital
technologie
s are not
yet used to
support
culturally
responsive
practices.

In our
institution,
digital
technologies
are being
explored to
support
culturally
responsive
practices.

In our
institution,
digital
technologies
are being
trialed to
support
culturally
responsive
practice.

In our institution,
digital
technologies are
embedded in
learning and
reflect culturally
responsive
practice.

CULTURAL
RESPONSIVENESS:
In our institution, we
work with the wider
community, minority
group to ensure
learning with digital
technologies is
culturally responsive.

Summary and Conclusion

When creating an e-learning readiness audit tool complications arise due to the
variety of existing structures and cultures in post-secondary institutions. However,
based on the assessment criteria used by Bates and Sangra (2011, p. 71-74) in
conjunction with the New Zealand Ministry of Education eLPF (The E-Learning
Planning Framework (English-Medium)) and learner readiness surveys from both
large and small-scale institutions, a fair and useful continuum can be constructed
and used to assess e-learning readiness.

E-LEARNING READINESS AUDIT

10
References

Bates, A., & Sangra, A. (2011). Managing Technology in Higher Education Strategies
for Transforming Teaching and Learning. Jossey-Bass.

The E-Learning Planning Framework (English-Medium). 1st ed. Te Toi Tupu

Consortium, on behalf of the Ministry of Education, 2014. Web. 3 Feb. 2015.
E-Learning Planning Framework. (2014). Retrieved February 3, 2015, from
http://elearning.tki.org.nz/Professional-learning/e-Learning-PlanningFramework#reviewing
ETEC 520 Planning and Managing Technologies in Higher Education. (n.d.).
Retrieved February 11, 2015, from http://blogs.ubc.ca/etec5202015/unit3/stages-of-e-learning-integration/
Readiness for Online Learning. (n.d.). Retrieved February 1, 2015, from
https://pennstate.qualtrics.com/SE/?SID=SV_7QCNUPsyH9f012B
San Diego Community College District | Online Learning Pathways. (n.d.). Retrieved
February 1, 2015, from http://www.sdccdonline.net/assess.htm