• IDEAL Distance Education and Blended Learning Handbook, 8th Edition
  • Cover
  • Acknowledgements
  • Introduction
  • Chapter 1 | Setting the Stage
  • Chapter 2 | Recruitment
  • Chapter 3 | Assessing Readiness
  • Chapter 4 | Orientation
  • Chapter 5 | Instruction
  • Chapter 6 | Assessment
  • Chapter 7 | Administrative Issues
  • Appendix A: Tools to Assess Learner Readiness and Supports Needed
  • Appendix B: Tips for Teaching Distance or Blended Learning
  • Appendix C: Description of an Effective Teacher
  • Appendix D: Computer Skills Assessment for Teachers
  • Appendix E: Using Webinars in Distance Education Pilots
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  • Translations
  • Appendix A: Tools to Assess Learner Readiness and Supports Needed

    • 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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    Access it online or download it at https://edtechbooks.org/ideal_dl_handbook/appendices.