Developing an Instrument to Assess Organizational Readiness for a Sustainable E-Learning in the New Normal

E-learning is aptly a practical response to continuous learning given the surge in the use of information technology, and economic disruptions impinging on the schools. The need to shift to e-learning has been exacerbated by the COVID-19 pandemic. In this regard, we sought to develop an organizational assessment instrument to internally ascertain the level of readiness of the school for sustainable e- learning in the new normal. This assessment instrument was primarily developed for the use of the Mendiola Consortium member schools in their pursuit to conduct elearning. We intended that as an internal self-assessment it can diminish the threat of failure and provide some assurance of the successful implementation of e-learning. We noted that many survey instruments had been made to assess organizational readiness as a construct for e-learning. However, it revealed that these instruments have varying limitations in validity and reliability to establish the domains of organizational readiness for e-learning. We anchored our study on the organizational readiness model developed by Schreurs and Al-Huneidi (2012) and Mercado (2002). From our review of related literature, we were able to generate seven basic dimensions of our model, namely: teacher, student, curriculum, technology, administrative support, financial support, and learning environment. We used a mixed method of qualitative and quantitative approach to come up with a validated instrument. We conducted a three-phase approach in developing the instrument. The final instrument yielded 45 items to be rated on a five-point Likert scale. For its content validity, the Item-Content Validity Index ranged from 0.91 to 0.96, while the Scale-Content Validity Index was 0.94. It has a Cronbach alpha of .975 for its reliability. ReferencesAlok , Kumar (2011). 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