Instructional technologists Bob Loser, Joan Trabandit, Barbara Hatheway, and Teresa Donnell at Northern Virginia Community College's Extended Learning Institute would like to share the following simple, quick questionnaire they developed to help potential telecourse students assess their chances for success.

Are Telecourses for You?

How well would telecourses fit your circumstances and lifestyle? Circle one answer for each question and score as directed.

1. My need to take this course now is:
   1. High - I need it immediately for degree, job, or other important reason.
   2. Moderate - I could take it on campus later, or substitute another course.
   3. Low - it's a personal interest that could be postponed.

1. Feeling that I am part of a class is:
   1. Not particularly necessary to me.
   2. Somewhat important to me.
   3. Very important to me.

1. I would classify myself as someone who:
   1. Often gets things done ahead of time.
   2. Needs reminding to get things done on time.
   3. Puts things off until the last minute.

1. Classroom discussion is:
   1. Rarely helpful to me.
   2. Sometimes helpful to me.
   3. Almost always helpful to me.

1. When an instructor hands out directions for an assignment, I prefer:
   1. Figuring out the instructions myself.
   2. Trying to follow the directions on my own, then asking for help as needed.
   3. Having the instructions explained to me.

1. I need faculty comments on my assignments:
   1. Within a few weeks, so I can review what I did.
   2. Within a few days, or I forget what I did.
   3. Right away, or I get very frustrated.

1. Considering my professional and personal schedule, the amount of time I have to work on a telecourse is:
   1. More than enough for a campus class or a telecourse.
   2. The same as for a class on campus.
   3. Less than for a class on campus.

1. When I am asked to use VCR's, computers, voice mail, or other technologies new to me:
   1. I look forward to learning new skills.
   2. I feel apprehensive, but try anyway.
   3. I put it off or try to avoid it.

1. As a reader, I would classify myself as:
   1. Good - I usually understand the text without help.
   2. Average - I sometimes need help to understand the text.
   3. Slower than average.

1. If I have to go to campus to take exams or complete work:
   1. I can go to campus anytime.
   2. I may miss some lab assignments or exam deadlines if campus labs are not open evenings and weekends.
   3. I will have difficulty getting to the campus, even in the evenings and on weekends.

Scoring:

Add 3 points for each "A" that you circled, 2 for each "B," and 1 for each "C." If you scored 20 or over, a telecourse is a real possibility for you. If you scored between 11 and 20, telecourses may work for you, but you may need to make a few adjustments in your schedule and study habits to succeed. If you scored 10 or less, telecourses may not currently be the best alternative for you: talk to your counselor.

Explanations:

The 10 questions in the questionnaire reflect some of the facts about taking telecourses:

• Telecourse students sometimes can end up neglecting telecourses because of personal or professional circumstances, unless they have compelling reasons for taking the course.
• Some students prefer the independence of telecourses: others find it uncomfortable.
• Telecourses give students greater freedom of scheduling, but they can require more self-discipline than on-campus classes.
• Some people learn best by interacting with other students and instructors, but telecourses often do not provide much opportunity for this interaction.
• Telecourses require you to work from written directions without face-to-face instructions.
• It may take as long as two weeks to get comments back by mail from your instructor.
• Telecourses require at least as much time as on-campus courses.
• Telecourses frequently use technology for teaching and communications.
• Print materials are the primary source of directions and information in telecourses.
• All telecourses require some on-campus work: orientations, review sessions, exams, labs. Student scedule flexibility is important.

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