Does Online Instructors’ Technology Readiness, Age, or Online Teaching Experience Predict Course Completion in the Asynchronous Online Classroom?

John Steele, Grand Canyon University

Abstract

The ability to integrate technology into the online asynchronous classroom is a crucial component of online instruction. The purpose of this correlational study was to determine if online instructors’ technology readiness (TR), instructors’ age, or the instructors’ online teaching experience could predict their students’ course completion rates in the asynchronous online environment. A correlational-predictive design was used with a final sample of 99 full-time online undergraduate instructors. The results indicated that the instructors’ technology readiness, age, and online teaching experience did not predict the course completion of their students. 

Keywords: correlational study technology readiness, online teaching experience, course completion