CoverAcknowledgementsIntroductionChapter 1 | Setting the StageChapter 2 | RecruitmentChapter 3 | Assessing ReadinessChapter 4 | OrientationChapter 5 | InstructionChapter 6 | AssessmentChapter 7 | Administrative IssuesAppendix A: Tools to Assess Learner Readiness and Supports NeededAppendix B: Tips for Teaching Distance or Blended LearningAppendix C: Description of an Effective TeacherAppendix D: Computer Skills Assessment for TeachersAppendix E: Using Webinars in Distance Education Pilots
IDEAL Distance Education and Blended Learning Handbook, 8th Edition

Appendix A: Tools to Assess Learner Readiness and Supports Needed

Many IDEAL organizations use a survey as a counseling tool with prospective distance learners. Since blended learning most often includes similar aspects, the survey could be adapted for its use. A learner completes the survey in person or online and then discusses the answers with the counselor to identify areas where supports may be needed.  In the following example, a “c” answer indicates the person most likely needs little support for the topic; the “a” answer suggests the student may need substantial supports for participating in a distance program. You can use a paper copy of this survey or build it into a web-based tool like Google Forms or Survey Monkey.

1. At home, I have a quiet place where I can study for this course:

  1. No, a quiet place is not often available.
  2. Sometimes a quiet place is available.
  3. Yes, a quiet place is always available.

2. I am someone who:

  1. Waits until the last minute
  2. Needs reminding to get things done on time
  3. Often gets things done ahead of time

3. When I think about all the things I do in a typical week (for example, work, family, and social activities), the amount of time I have each week for online learning is:

  1. Less than 5 hours
  2. 5–9 hours
  3. 10 hours or more

4. When it comes to accessing the technology I will need for this course (for example, a computer, tablet, or smartphone, and an internet connection):

  1. I am not sure where I will find the technology I need.
  2. The technology is easily available, but not at my home.
  3. The technology is available at my home.

5. When I am asked to use a computer or other technology like a tablet or smartphone:

  1. a. I wait to use it until later.
  2. I feel a little nervous but use it anyway or find someone to show me how to use it.
  3. I look forward to using it.

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

  1. Very important to me
  2. Somewhat important to me
  3. Not particularly important to me

7. When a teacher gives directions for an assignment, I prefer to:

  1. Have the directions explained to me
  2. Try to follow the directions on my own, then ask for help when I need it
  3. Figure out the instructions myself

8. Face-to-face interaction with my teacher and other students is:

  1. Very important to me
  2. Somewhat important to me
  3. Not important to me
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